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Kulkarni, Sushma S.
- Self-Efficacy in Undergraduate Women in Engineering - A Case Study
Abstract Views :167 |
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Authors
Affiliations
1 Department of Business Administration, Rajarambapu Institute of Technology, Rajaramnagar, Maharashtra, IN
2 Rajarambapu Institute of Technology Rajaramnagar, Maharashtra, IN
1 Department of Business Administration, Rajarambapu Institute of Technology, Rajaramnagar, Maharashtra, IN
2 Rajarambapu Institute of Technology Rajaramnagar, Maharashtra, IN
Source
Journal of Engineering Education Transformations, Vol 29, No Spl Iss (2016), Pagination:Abstract
Self-efficacy refers to the belief in a persons' ability to perform a specific task. Although efficaciousness applies to any situation, it is particularly important in choosing and executing constructive actions in situations that are perceived as negative or a barrier to success. Self-efficacy has been found to be an important factor in the success of women studying engineering. Given that women are generally under-represented in engineering classrooms specially in fields like Mechanical, civil, Automobile etc., a strong sense of efficacy can help them to persist in such situations. Earlier studies have found that Starting in middle school, girls tend to underestimate their abilities in Science, Technology, Engineering and Mathematics (STEM). This confidence gap among girls persists through high school into college. This gap is presumed to be partially responsible for the gender gap in engineering and other STEM fields. A number of studies have been conducted on women in engineering but a very few studies have focused on the issue of self-efficacy. The present study was designed to test the self efficacies of women in three engineering institutes. The study was carried on for two consecutive years for a sample of 100 women from each Institute for two years i.e. a total of 600 women students had participating in the survey. The self -efficacy will be measured by LAESE survey instrument (longitudinal assessment of engineering self-efficacy). LAESE is a validated instrument developed via the NSF-funded Assessing Women in Engineering (AWE) project.
LAESE provides results in six sub-scales i.e.
1. Engineering self-efficacy 1
2. Engineering career expectations
3. Engineering self-efficacy II
4. Feeling of inclusion
5. Efficacy in coping with difficulties
6. Math outcomes efficacy
Our analysis plans to examine the data for longitudinal differences in the subscales and will also include disaggregated analysis by institution and year-standing.Keywords
Engineering Education, Women Engineers, Stem, Self-Efficacy.
- Impact of Outcomes Based Education on Faculty Teaching Index
Abstract Views :175 |
PDF Views:3
Authors
Affiliations
1 Department of Mechanical Engineering, Rajarambapu Institute of Technology, Sakharale, Maharashtra, IN
2 Department of Civil Engineering, Rajarambapu Institute of Technology, Sakharale, Maharashtra, IN
1 Department of Mechanical Engineering, Rajarambapu Institute of Technology, Sakharale, Maharashtra, IN
2 Department of Civil Engineering, Rajarambapu Institute of Technology, Sakharale, Maharashtra, IN
Source
Journal of Engineering Education Transformations, Vol 29, No Spl Iss (2016), Pagination:Abstract
Outcomes based education (OBE) is student centred education. In OBE at the beginning it is decided what is good or important for the students and then all the resources viz. Curriculum, faculty, library, laboratory, teaching and assessment methods etc. are arranged to achieve that. It is expected that implementation of OBE should improve performance of faculty or the learning satisfaction index of the students. In Rajarambapu Institute of Technology (RIT) OBE is implemented since academic year 2012-13. Students' feedback on the performance of the faculty is collected for all the courses in the semester. It is observed that through these feedback that there is improvement in overall performance of the faculty since implementation of OBE.Keywords
OBE, Learning Satisfaction Index (LSI), NBA Accreditation.- Institutional Transformation in Action of a Private Engineering College in Western Maharashtra - A Case Study
Abstract Views :191 |
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Authors
Affiliations
1 Rajarambapu Institute of Technology Rajaramnagar, IN
1 Rajarambapu Institute of Technology Rajaramnagar, IN
Source
Journal of Engineering Education Transformations, Vol 27, No 4 (2014), Pagination: 36-45Abstract
Ever increasing industry expectations from engineering graduates, growth in technology, changing academic roles and emerging and new career options make transformation, an imperative for technical education. Understanding the intricacies of technology transformation is critical to staying relevant in the technical education environment. Established in the year 1983, Kasegaon Education Society's Rajarambapu Institute of Technology (RIT) functioned as an affiliated college to Shivaji University till it became autonomous in 2011-12. The institute from the beginning wanted to carve a niche for itself as an institute imparting quality technical education to realize its vision, "Transformation of young minds in to competent engineers to face global challenges". RIT embraced a three pronged approach to sensitize the entire system and bring about a visible and sustainable change. RIT as a prerequisite to initiate the major changes in teaching-learning process implemented outcome based education (OBE), with a firm belief in the mantra. "We are teaching, are they learning?" This paper discusses the process of transformation, approach strategic initiatives adopted, key action areas and the outcomes of the process of transformation. The outcomes are visible in terms of increase in merit of students at entry level, better employability skills, increase research output, rewards and recognitions to the institute and faculty. This is just a beginning and RIT is looking forward to transform in to a nationally recognized and globally visible technological institute to attract the best talent both faculty and students for education and research.Keywords
Institutional Transformation, Outcome Based Education, Student Centric Education, Best Practices, Teaching Learning Process, Graduate Attributes.- Self-Efficacy in Undergraduate Women in Engineering - A Case Study
Abstract Views :172 |
PDF Views:3
Authors
Affiliations
1 Department of Business Administration, Rajarambapu Institute of Technology, Rajaramnagar, Maharashtra, IN
2 Rajarambapu Institute of Technology Rajaramnagar, Maharashtra, IN
1 Department of Business Administration, Rajarambapu Institute of Technology, Rajaramnagar, Maharashtra, IN
2 Rajarambapu Institute of Technology Rajaramnagar, Maharashtra, IN
Source
Journal of Engineering Education Transformations, Vol 30, No 1 (2016), Pagination: 82-86Abstract
Self-efficacy refers to the belief in a persons' ability to perform a specific task. Although efficaciousness applies to any situation, it is particularly important in choosing and executing constructive actions in situations that are perceived as negative or a barrier to success. Self-efficacy has been found to be an important factor in the success of women studying engineering. Given that women are generally under-represented in engineering classrooms specially in fields like Mechanical, civil, Automobile etc., a strong sense of efficacy can help them to persist in such situations. Earlier studies have found that Starting in middle school, girls tend to underestimate their abilities in Science, Technology, Engineering and Mathematics (STEM). This confidence gap among girls persists through high school into college. This gap is presumed to be partially responsible for the gender gap in engineering and other STEM fields. A number of studies have been conducted on women in engineering but a very few studies have focused on the issue of self-efficacy. The present study was designed to test the self efficacies of women in three engineering institutes. The study was carried on for two consecutive years for a sample of 100 women from each Institute for two years i.e. a total of 600 women students had participating in the survey. The self -efficacy will be measured by LAESE survey instrument (longitudinal assessment of engineering self-efficacy). LAESE is a validated instrument developed via the NSF-funded Assessing Women in Engineering (AWE) project.
LAESE provides results in six sub-scales i.e.
1. Engineering self-efficacy 1
2. Engineering career expectations
3. Engineering self-efficacy II
4. Feeling of inclusion
5. Efficacy in coping with difficulties
6. Math outcomes efficacy
Our analysis plans to examine the data for longitudinal differences in the subscales and will also include disaggregated analysis by institution and year-standing.Keywords
Engineering Education, Women Engineers, Stem, Self-Efficacy.References
- Bandura, A. (1986). Social Foundations of Thought and Action:A Social Cognitive Theory. Engle wood Cliffs,NJ:Prentice-Hall.
- Brown, S. D. and Lent, R.W. (1996). “A Social Cognitive Framework for Career Choice Counseling.”Career Development Quarterly, 44, 4, 354-366.
- Hutchison, M., Follman, D., Sumpter, M., and Bodner,G. (2006). “Factors Influencing the Self Efficacy Beliefs of First-Year Engineering Students.” Journal of Engineering Education, 95, 1, 39-47.
- Lent, R. W., Brown, S. D., and Hackett, G. (1994). “Toward a Unifying Social Cognitive Theory of Career and Academic Interest,Choice, and Performance.” Journal of Vocational Behavior, 44, 79-122.
- Enochs, L. G., Smith, P. L., & Huinker, D. (2000). Establishing factorial validity of the Mathematics Teaching Efficacy Beliefs Instrument. School Science and Mathematics, 100, 194–202.
- Teo, T. (2009). Examining the relationship between student teachers' self-efficacy beliefs and their intended uses of technology for teaching: A structural equation modeling approach. The Turkish Online Journal of Educational Technology, 8(4), 7-16
- Boone, W. J., Townsend, J. S., & Staver, J. (2010). Using Rasch theory to guide the practice of survey development and survey data analysis in science education and to inform science reform efforts: An exemplar utilizing STEBI self-efficacy data. Science Education, 95, 258280. doi: 10.1002/sce.20413
- Marton, F., & Säljö, R. (1976). On qualitative differences in learning. I: Outcome and process. British Journal of Educational Psychology, 46, 411.
- Jungert, T., & Rosander, M. (2009). Relationships between students' strategies for influencing their study environment and their strategic approach to studying. Studies in Higher Education, 34, 139-152.
- Kreber, C. (2003). The relationship between students' course perceptions and their approaches to studying in undergraduate science courses: A Canadian experience. Higher Education Research & Development;, 22(1), 57–75.
- Lizzio, A., & Wilson, K. (2004). First-year students' perceptions of capability, Studies in Higher Education, 29, 109-128.
- Maehr, M. L., & Meyer, H. A. (1997). Understanding motivation and schooling:Where we've been, where we are, and where we need to go. Educational Psychology Review, 9, 371-409.
- Academic Audit-A Tool for Enhancing Teaching-Learning Effectiveness
Abstract Views :189 |
PDF Views:0
Authors
Affiliations
1 Rajarambapu Institute of Technology, Rajaramnagar, Sakharale, IN
2 Rajarambapu Institute of Technology, Sakharale- 415414, IN
1 Rajarambapu Institute of Technology, Rajaramnagar, Sakharale, IN
2 Rajarambapu Institute of Technology, Sakharale- 415414, IN
Source
Journal of Engineering Education Transformations, Vol 24, No 4 (2011), Pagination: 1-13Abstract
The institutions for their survival and growth have to impart education that will meet the ever increasing demand of employers, coupled with the attitude of lifelong learning in students. This paper aims to discuss the case study of an engineering college situated in rural Maharashtra, which has made a mark at the National Level through the implementation of innovative and best practices like Academic Audit and Faculty Competency Mapping. The process of Academic Audit captures the classroom dynamics in an environment of ease and comfort. Class room dynamics here refers to delivery effectiveness, learning experience of students with different learning preferences and styles, factors that hinder the effectiveness of both teaching and learning. A detailed audit process is laid down including the guidelines to auditors and post audit counseling to faculty. The audit is designed to capture the five important dimensions of a teacher, namely-subject knowledge, preparation, communication, class control and concern for students and opportunity to interact. The audit process is going to map the individual teacher and the course on a 10 point scale with appropriate weights for the five dimensions. Weightages for dimensions are decided based on the opinions of the senior faculty and academicians Based on the scores, the faculty competency enhancement is planned and appropriate actions are initiated to train the faculty in the specified dimensions. The outcome of the audit is evident in terms of improved learning outcomes, enhancement of teaching deliveries and competency, collaborative learning, good academic environment. This process is a pre step in consolidating teaching learning process resulting in better quality.- Learning Outcome Based Curricula Design for Total Quality in Engineering Education
Abstract Views :196 |
PDF Views:0
Authors
Affiliations
1 Rajarambapu Institute of Technology, Islampur - 415414, Dist:- Sangli., Maharashtra, IN
1 Rajarambapu Institute of Technology, Islampur - 415414, Dist:- Sangli., Maharashtra, IN
Source
Journal of Engineering Education Transformations, Vol 21, No 4-1 (2007), Pagination: 89-95Abstract
Engineering Education in India is experiencing a phenomenal growth and this growth is supported by the fact that there is huge requirement of trained and skilled manpower in the country&all over the world. Total Quality management call provide the umbrella to transform the quantitative growth into qualitative growth in engineering education. One of the vital pillars on which TQM stands is customer satisfaction&to satisfy stakeholders ill education systems one of the significant factors is Teaching Learning process. In this paper it is suggested to strengthen Teaching Learning process by focusing on learning outcome based curriculum design. A systematic approach to outcome based curriculum development will lead to student assessment, based on defined learning outcome which will drive learning in students. All efforts in any Technical Education Institutes is to enhance learning ability of students so as to lead to 100% placement of students in premier organizations to achieve Total Quality in Engineering Education.- Performance Evaluation of Technical Education Institute as a System for Total Quality
Abstract Views :160 |
PDF Views:0
Authors
Affiliations
1 R.I.T., Sakharale, IN
2 Chintamanrao College of Commerce, Sangli, IN
1 R.I.T., Sakharale, IN
2 Chintamanrao College of Commerce, Sangli, IN
Source
Journal of Engineering Education Transformations, Vol 13, No 1-2 (1999), Pagination: 117-130Abstract
The present system of Evaluation for an Engineering Institute in India is done as per the procedure mentioned in National Board of Accreditation manual as prescribed by All India Council for Technical Education (AICTE) for review of entire Institution as well as for review of Individual program. With the advent of modern communication systems, new economic policies and globilisation, Internet, Networking of Universities etc. the Institutes have to be more responsive and quality conscious. In this paper, some methods have been suggested so as to quantitatively assess the quality of education in Technical Institutions of all types, which will help to enhance the accountability of performance evaluation system with the help of input-output factors and performance indicators.- Towards a Culture of Teaching-Cum-Research in Engineering Colleges: A Case Study of Rajarambapu Institute of Technology
Abstract Views :191 |
PDF Views:0
Authors
Affiliations
1 Rajarambapu Institute of Technology, Sakhrale, Maharashtra, IN
1 Rajarambapu Institute of Technology, Sakhrale, Maharashtra, IN
Source
Journal of Engineering Education Transformations, Vol 25, No 1-2 (2011), Pagination: 42-48Abstract
Engineering has been a preferred option for students after the higher secondary level in India. As a result, the number of engineering colleges has seen a significant increase, especially in the private sector. And yet, the industries complain about a dire shortage of quality engineers. Initially, the setting up of IITs, RECs (later renamed as NITs) focussed on development of human resources in engineering and technology for our developing economy; and for sure, the Indian engineers have established their reputation in engineering and design skills. Today, we are competing globally not only in areas such as space, atomic energy, and agriculture, but also in conventional areas like automobiles, chemicals, pharmaceuticals and engineering equipment - crucial for social and economic development of the country. It is obvious that a critical issue for the future success of Indian industry is the growth of engineering education in India. This calls for development of a research culture in the engineering colleges and institutes of the country, and a policy to spread this culture effectively. It is emphasized that India's doctorate degrees are less than One per cent graduate engineering degrees. This percentage is much higher for most other developing and developed countries. Although, many engineering colleges / institutions are improving their research output, they are much below the norms attained by some of the best international institutions - more so in the case of the private colleges. There is no gainsaying the fact that the challenge for our engineering education system is to make a quick transition from primarily teaching institutions to teaching-cum-research institutions. We discuss in this paper, some of the mechanisms that would help transition in this direction, describing the efforts of Rajarambapu Institute of Technology, Islampur, as a case study.- Editorial
Abstract Views :162 |
PDF Views:4
Authors
Source
Journal of Engineering Education Transformations, Vol 32, No 3 (2019), Pagination:Abstract
The “fourth industrial revolution” also called as “Industry 4.0” is transforming a wide range of industrial sectors by automation with AI and machine learning , planning and construction of Smart Cities, Protection of Environment ,Internet of Things / Cloud Based Technology, Virtual offices, E-commerce and digital banking revolution.This will create an increased technical and organizational complexity of industrial processes and therefore an increase in demand for qualified staff at all organizational levels specifically engineers.- Editorial
Abstract Views :238 |
PDF Views:7
Authors
Source
Journal of Engineering Education Transformations, Vol 32, No 4 (2019), Pagination: 5-6Abstract
Indian education system is the oldest. With changing times the system has also changed. The moot question is "In this education system what and where is the role of faculty?" Faculty is a vital component of Education System because the Input, Process, and Output everything is dependent on the performance of the faculty. If we want our Institute to be NBA, NAAC accredited or we wish to benchmark ourselves in NIRF ranking survey the important element is Faculty performance and involvement that is derived from Academic Leadership.- Editorial
Abstract Views :223 |
PDF Views:82
Authors
Source
Journal of Engineering Education Transformations, Vol 34, No 1 (2020), Pagination: 5-5Abstract
No Abstract.Full Text
- Toward Outcome Based Education (OBE): An Impact of Active Learning Approach for 'Computer Organization' Course
Abstract Views :236 |
PDF Views:123
Authors
Affiliations
1 Assistant Professor, Rajarambapu Institute of Technology, Sakharale, 415408, IN
2 Director, Rajarambapu Institute of Technology, Sakharale, 415408, IN
3 Associate Professor, Rajarambapu Institute of Technology, Sakharale, 415408
1 Assistant Professor, Rajarambapu Institute of Technology, Sakharale, 415408, IN
2 Director, Rajarambapu Institute of Technology, Sakharale, 415408, IN
3 Associate Professor, Rajarambapu Institute of Technology, Sakharale, 415408
Source
Journal of Engineering Education Transformations, Vol 34, No 2 (2020), Pagination: 45-53Abstract
In recent years, there is an incredible development in technology, which brought innovative changes in the educational sector. Active learning approaches are vital in teaching learning process such as content delivery, assessment, monitoring, etc. This paper discussed about active learning activities as simulation tool, buzz activity through animated video, and poster presentation. In addition to this, we checked students' performance and impact to gain knowledge by considering result analysis and course outcome attainment of two consecutive years for “computer organization” course. Individual students learning performance and learning interest increased due to implementation of different active learning tools during classes.Keywords
Outcome Based Education (OBE), Buzz Activity, Computer Organization, Poster Presentation, Simulation Tool.Full Text
References
- Zhao, J., Pablo, P. and Qi, Z. (2012) Enterprise knowledge management model based on China's practice and case study, Computers in Human Behavior, 28(2), 324–330.
- Bonwell, C., Eison, J. (1991) Active learning: Creating excitement in the classroom (ASHEERIC Higher Education Report No. 1). mWashington, DC: George Washington University. Abstract online at http://www.ed.gov/databases/ ERIC_Digests/ed340272.html
- Doyle, T. (2008) Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education. Sterling, VA: Stylus Publishing.
- Jakhale, A., Attar, A. (2015) A Novel Approach towards Outcome Based Engineering Education for Continuous Quality Improvement: A Case study, Journal of Engineering Education Transformations.
- Lokare, V., Jadhav, P., Patil, S. (2018) An integrated approach for teaching object oriented programming (c++) Course , Journal of Engineering Education Transformations, 31(3), 17-23.
- Ugale, B., Shingan, G. (2018) A novel approach to improve logical and critical thinking through collaborative learning and using visualization tools, Journal of Engineering Education Transformations.http://www.ecs.umass.edu/ece/ koren/arith/simulator/
- Smith, K., Sheppard, S., Johnson, W. and Johnson, T. (2005) Pedagogies of Engagement: Classroom-Based Practices. J. Eng. Educ. 94, 87101.
- Aziz, A. MegatMohd Noor, M. Abang Ali, A. and Jaafar, M. (2005) A Malaysian outcome-based engineering education model. International Journal of Engineering and Technology 2(1), 14–21.
- HalaElAarag. (2012) Teaching computer organization: apractical approach, J. Comput. Sci. Coll, 28( 2) 210–217.
- Xuejun, L., (2008) A Survey of Hands-on Assignments and Projects in Undergraduate Computer Architecture Courses Advances in Computer and Information Sciences and Engineering, ISBN : 978-1-4020-8740-0 Sasko, R. Marjan, G. Blagoj, A. Nenad, A.(2013) Using EDUCache Simulator for the Computer Architecture and Organization Course, International Journal of Engineering pedagogy, 3(3).
- National Survey of Student Engagement: The College Student Report—2003 Annual Report, Bloomington, IN: Center for Postsecondary Research, Indiana University, 2003.
- Srimathi, H. Krishnamoorthy, A. (2019) Faculty Development on Active Learning ,International Journal of Recent Technology and Engineering (IJRTE) ISSN: 2277-3878,(8)1.
- Binkert, N., Beckmann, B., Black, G., Reinhardt, S. K.,Saidi, ., Basu, A., ... & Sen, R. (2011) The gem5 simulator. ACM SIGARCH computer architecture news, 39(2), 1-7.
- Djordjevic, J., Nikolic, B., & Milenkovic, A. (2005). Flexible web-based educational system for teaching computer architecture and organization. IEEE Transactions on Education, 48(2), 264-273.
- Magnusson, P. S., Christensson, M., Eskilson, J., Forsgren,
- D., Hallberg, G., Hogberg, J., ... & Werner, B. (2002). simics: A full system simulation platform. Computer, 35(2), 50-58.
- Mulia, W. D., Fritz, D. J., Sohoni, S. A., Kearney, K., & Mwavita, M. (2013). PLP: A Community Driven Open Source Platform for Computer Engineering Education.International Journal of Engineering Education, 29(1), 215-229.
- Nikolic, B., Radivojevic, Z., Djordjevic, J., & Milutinovic, V. (2009). A survey and evaluation of simulators suitable for teaching courses in computer architecture and organization. IEEE Transactions on Education, 52(4), 449-458.
- Skrien, D. (2001). CPU Sim 3.1: A tool for simulating computer architectures for computer organization classes. Journal on Educational Resources in Computing (JERIC), 1(4), 46-59.
- Vollmar, K., & Sanderson, P. (2006, March). MARS: an education-oriented MIPS assembly language simulator. In Proceedings of the 37th SIGCSE technical symposium on Computer science education (pp. 239-243).
- Unmasking Students’ Learning Experiences during Coronavirus Pandemic
Abstract Views :216 |
PDF Views:162
Authors
Affiliations
1 Department of Management Studies, Rajarambapu Institute of Technology, Rajarmnagar, MS, IN
2 Department of Civil Engineering, Rajarambapu Institute of Technology, Rajarmnagar, MS, IN
1 Department of Management Studies, Rajarambapu Institute of Technology, Rajarmnagar, MS, IN
2 Department of Civil Engineering, Rajarambapu Institute of Technology, Rajarmnagar, MS, IN
Source
Journal of Engineering Education Transformations, Vol 34, No SP ICTIEE (2021), Pagination: 219-225Abstract
Indian education system is consistently evolving since gurukul methods to blended modes, but most of the educational institutes from pre-primary to universities are still following the traditional methods of imparting knowledge. Professional education institutes have adopted blended teaching and learning methods by offering MOOCs through platforms like NPTEL, Coursera, Udemy, EdX and many more. Professors mostly from IITs and from few other institutes are creating these courses in India. A normal faculty from higher educational institute providing professional education is still not creating or delivering courses online. But online teaching remained the only option when educational institutes across globe were closed because of covid-19 pandemic impacting all stakeholders. Hence, it was a need of the time to understand students’ perceptions regarding online learning. A number of studies have been conducted on students’ perception on learning effectiveness in online teaching since Covid-19 closures of institutes, but very few of them have tried to capture the psychological aspects .The present study has tried to bridge this gap . It is performed in a technical educational institute in western Maharashtra.271 students from three programs participated in the study. A survey instrument designed by authors was used to collect the responses through Google forms. The article includes an analysis of the students’ perceptions and categorizes the benefits and drawbacks identified by the students. It is identified that online learning helps in improving the student’s regularity in attending the lectures and is more convenient than physical classrooms. The students perceive online learning creates physical stress. At the same time learning gets hampered by comparatively more distractions and technical difficulties. The insights developed will provide valuable information to faculties and administrators in improving the student learningKeywords
Online Learning ,Inclass Learning, Psychological Aspects, Technical Education.Full Text
- Editorial
Abstract Views :187 |
PDF Views:82
Authors
Affiliations
1 Director-RIT, Editor- JEET, IN
1 Director-RIT, Editor- JEET, IN
Source
Journal of Engineering Education Transformations, Vol 35, No 1 (2021), Pagination: 5-6Abstract
No Abstract.Keywords
No Keywords.Full Text
- Online Teaching-Learning Experience During COVID-19 Pandemic – A Case Report
Abstract Views :273 |
PDF Views:120
Authors
Affiliations
1 Rajarambapu Institute of Technology, Rajaramnagar, Dist. Sangli (Maharashtra State) – 415414, IN
1 Rajarambapu Institute of Technology, Rajaramnagar, Dist. Sangli (Maharashtra State) – 415414, IN
Source
Journal of Engineering Education Transformations, Vol 35, No 2 (2021), Pagination: 114-119Abstract
On the backdrop of COVID-19 pandemic lockdown in India that was implemented suddenly since 24th March 2020, the educational institutes faced the challenge of course delivery and academic engagement of the students. Many institutes responded through online teaching-learning mode. However, the transition from physical classes to virtual mode course delivery was all of a sudden for both; student as well as faculty community. Hence, it is important to develop an understanding of perception of students and faculty members to this experience of online teaching. This work reports preliminary findings on an online course delivery initiative at an autonomous institute during the lockdown period and efficacy of the virtual model in order to validate the hypothesis that virtual course delivery is well received by the students and proves beneficial. Also, an effort is made to investigate whether the students' acceptance to online teaching is influenced by the stream they belong to and if there is any correlation between the academic achievements of students and their acceptance to online mode. In view of growing trend towards online learning post COVID-19 scenario, the findings offer valuable insights. From the view point of overall experience and benefits from online teaching-learning, a clear division is found among the students' opinions. Nearly half of the students (48.08%) have found to be benefitted through online classes while the remaining don't seem to have satisfied and thus benefitted from the initiative. The authors propose a hybrid approach combining physical and virtual experiences for future purposes, owing to inherent limitations of online teaching being reflected through the students' responses.Keywords
COVID-19 Pandemic, Online Teaching-Learning, Course Delivery, Student Engagement, Student Perception.Full Text
References
- Michael Kerres, Against All Odds: Education in Germany Coping with Covid-19, Postdigital Science and Education, May 2020, https://doi.org/10.1007/s42438-020-00130-7
- Michael A. Peters, Hejia Wang, Moses Oladele Ogunniran et al., China's Internationalized Higher Education during Covid-19: Collective Student Autoethnography, Postdigital Science and Education, May 2020 https://doi.org/10.1007/s42438-020-00128-1
- Marko Teräs, Juha Suoranta, Hanna Teräs, Mark Curcher, Post-Covid-19 Education and Education Technology 'Solutionism': a Seller's Market, Postdigital Science and Education, July 2020, https://doi.org/10.1007/s42438-02000164-x
- Rapanta C., Botturi L., Goodyear, P. et al., Online University Teaching During and After the Covid19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigit Sci Educ (2020). https://doi.org/10.1007/s42438-020-00155-y
- Shivangi Dhawan, Online Learning: A Panacea in the Time of COVID-19 Crisis, Journal of educational technology systems, Volume: 49 issue: 1, page(s): 5-22, 2020
- Kamal Ahmad and Fakhruddin Rahi, Students' perception towards online study during pandemic covid-19, Mukt Shabd Journal, Volume IX Issue VI, June/2020 ISSN No: 2347-3150
- Agarwal S. and Kaushik J.S. Student's Perception of Online Learning during COVID Pandemic. Indian J Pediatr 87, 554 (2020). https://doi.org/10.1007/s12098-020-03327-
- Singh, K., Srivastav S., Bhardwaj A. et al. Medical Education during the COVID-19 Pandemic: A Single Institution Experience. Indian Pediatr 678–679 (2020), https://doi.org/10.1007/s13312-020-1899-2
- Mohalik Ramakanta and Sahoo Sonali, EReadiness and Perception of Student Teachers' Towards Online Learning in the Midst of COVID-19 Pandemic (August 4, 2020), available at SSRN: https://ssrn.com/abstract=3666914 or http://dx.doi.org/10.2139/ssrn.3666914
- Pravat Kumar Jena, Impact of Covid-19 on higher education in India, International Journal of Advanced Education and Research ISSN: 24555746, Volume 5; Issue 3; 2020; Page No. 77-81.
- Shrivastava, K. J., Nahar, R., Parlani, S., & Murthy, V. J., A cross ‐sectional virtual survey to evaluate the outcome of online dental education system among undergraduate dental students across India amid COVID‐19 pandemic, European Journal of Dental Education (2021).
- Hasan, N., Khan, N. H. (2020), Online teachinglearning during covid-19 pandemic: students' perspective, The Online Journal of Distance Education and e-Learning, 8(4), 202-213
- Editorial
Abstract Views :68 |
PDF Views:0
Authors
Affiliations
1 Editor, JEET., IN
1 Editor, JEET., IN
Source
Journal of Engineering Education Transformations, Vol 36, No 3 (2023), Pagination: 01-02Abstract
No Abstract.- Editorial
Abstract Views :86 |
PDF Views:0
Authors
Affiliations
1 Editor, JEET, IN
1 Editor, JEET, IN
Source
Journal of Engineering Education Transformations, Vol 36, No 4 (2023), Pagination: 5-5Abstract
No Abstract.Keywords
No Keywords.- Editorial
Abstract Views :19 |
PDF Views:2
Authors
Affiliations
1 Editor, JEET, IN
1 Editor, JEET, IN
Source
Journal of Engineering Education Transformations, Vol 37, No 2 (2023), Pagination: 5-6Abstract
No abstract.Keywords
No keywords.- Editorial
Abstract Views :44 |
PDF Views:1
Authors
Affiliations
1 Editor, JEET, IN
1 Editor, JEET, IN