Abstract:

From March 2020 to February 2022, due to the COVID-19 pandemic, classes at the Polytechnic of Zagreb were organized in whole or mostly synchronously online. Such an organization required additional involvement of teachers in the preparation of online content intended for the independent work of students. The paper describes the authors’ own teaching experience in the preparation and implementation of knowledge self-verification from the introductory mathematical subject in the 1st semester of undergraduate professional studies in electrical and civil engineering. The performance plan of the course provides for 120 hours of independent work of students, so every week students are given at least one self-check quiz (usually behind each lecture). All quizzes were implemented in Moodle using different types of exercises (multiple response, short-response, numerical, formulas, etc.), resembling those given in official exams. These exercises served as feedback for students, indicating that the class material needs to work more thoroughly, and for teachers as an indicator of which types of tasks need further practice in (online) group meetings due to the perceived errors and difficulties in students’ solutions.

Keywords:

Online self-verification of knowledge, types of exercises, introductory mathematical subject.