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Panda, Soumen
- Impact of Integrating Self-Study Module in Chemical Engineering Course
Abstract Views :194 |
PDF Views:7
Authors
Affiliations
1 Department of Chemical Engineering, BMS College of Engineering, Bengaluru – 560019, IN
1 Department of Chemical Engineering, BMS College of Engineering, Bengaluru – 560019, IN
Source
Journal of Engineering Education Transformations, Vol 32, No 2 (2018), Pagination: 82-89Abstract
In the current day method of instruction contextual education is the unique method to express learners the concepts that are being trained in a subject domain to physical industrial problems. Students are open to real-life problems to assimilate and increase the knowledge proficiencies from multidisciplinary developments that can enhance their engineering awareness talents, ability to work in diverse team. On other hand through self-study teacher gain deeper understanding of how to nurture motivation technique of teaching in classroom. Assessing students on basis of their critical thinking, creativity, attitude towards task, and approach towards the solution of engineering problem play a critical role in motivational technique of teaching learning process.Motivation derives from quantifying the students learning. This paper compares attainment of program outcomes (POs) and Course outcomes (COs) for comprehensive course with and without incorporating self-study module. Finally it is found that more percentage of outcome is achieved through implementation of self-study programme. The main findings from the self-study showed progressive outcomes regarding learning, organizing, time disbursed in the laboratory, creative thinking and student insight.
- Impact of Integrating Self-Study Module in Chemical Engineering Course
Abstract Views :183 |
PDF Views:2
Authors
Affiliations
1 Department of Chemical Engineering, BMS College of Engineering, Bengaluru – 560019, IN
1 Department of Chemical Engineering, BMS College of Engineering, Bengaluru – 560019, IN
Source
Journal of Engineering Education Transformations, Vol 32, No 3 (2019), Pagination: 48-55Abstract
In the current day method of instruction contextual education is the unique method to express learners the concepts that are being trained in a subject domain to physical industrial problems. Students are open to real-life problems to assimilate and increase the knowledge proficiencies from multi disciplinary developments that can enhance their engineering awareness talents, ability to work in diverse team. On other hand through self-study teacher gain deeper understanding of how to nurture motivation technique of teaching in classroom. Assessing students on basis of their critical thinking, creativity, attitude towards task, and approach towards the solution of engineering problem play a critical role in motivational technique of teaching learning process.
Motivation derives from quantifying the students learning. This paper compares attainment of program outcomes (POs) and Course outcomes (COs) for comprehensive course with and without incorporating self-study module. Finally it is found that more percentage of outcome is achieved through implementation of self-study programme. The main findings from the self-study showed progressive outcomes regarding learning, organizing, time disbursed in the laboratory, creative thinking and student insight.
Keywords
Course Outcomes, Self-Study, Program Outcomes, Engineering Skills.References
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- Effect of Self-Study Component towards Students Performance in Chemical Engineering Coursework: Case Study of Chemical Engineering
Abstract Views :290 |
PDF Views:97
Authors
Affiliations
1 Assistant Professor, Department of Chemical Engineering, B.M.S. College of Engineering, Bengaluru – 560019, IN
1 Assistant Professor, Department of Chemical Engineering, B.M.S. College of Engineering, Bengaluru – 560019, IN
Source
Journal of Engineering Education Transformations, Vol 34, No 3 (2021), Pagination: 114-126Abstract
Introducing the self-study component has provided benefits in the student gaining knowledge as well as learning capability. Through current initiatives of novel technical know-how sources and further, advancing time of teaching strategies, revitalizing status of learning and instructing approaches are in advancement, for learners as well as teachers. To upgrade learning outcomes in self-study, especially during engineering, learning with just hands-on by guidance may not be adequate. Inspiration derives from evaluating the students learning. This paper associates accomplishment of program outcomes (POs) and Course Outcomes (COs) for core chemical engineering course with and without incorporating self-study component. At last, it is discovered that more level of result is accomplished through the usage of self-study. The primary discoveries from self-study indicated good progress concerning knowledge, sorting out, the time allotted in the laboratory, innovative reasoning/thinking and student perception. This paper portrays and analyzes systems and usage of conventional (interpretive) with open-ended experiments for two subjects, including chemical reaction engineering and process control engineering subjects. The courses are communicated to the students by several instruction practices, namely classroom teaching, laboratory experimentations, seminar sessions and project assignments. Every topic is planned with particular COs, and every individual CO is mapped to the respective PO. The accomplishment of COs is measured by evaluating students. Their performance is measured/calculated and studied using Microsoft Excel. In this way, it is found that there is better attainment obtained by implementing the self-study component. The level of accomplishment can be varied depending on the difficulty level of the course and proficiency of the student. It is seen that the learner's performance is improved by incorporating the self-study component.Keywords
Learning Outcomes, Instruction, Virtual Lab, Self-Study.Full Text
References
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