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Bewoor, Anand
- Effective Use of Various Active Learning Techniques for the Course Automation and Control Engineering
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Authors
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1 MKSSS’s Cummins College of Engineering for Women, Pune, IN
1 MKSSS’s Cummins College of Engineering for Women, Pune, IN
Source
Journal of Engineering Education Transformations, Vol 36, No SP (2022), Pagination: 8-17Abstract
Outcome in the traditional setting of chalkboard teaching, students tends to remain in the passive mode and do not actively participate in the teaching and learning process. As a result of this, they may lose interest in the course content and conceptual understanding declines. It directly impacts their performance in the examination. With the use of active learning strategies, the subject teacher plays the role of facilitator and creates a conducive environment for students to actively participate in the teaching learning process. This paper discusses effective use of various active learning techniques implemented for the course of ‘Automation and Control Engineering’ for Third year undergraduate Mechanical Engineering Program at CCEW. Techniques such as expert lecture, open ended assignments, YouTube video for animation were employed for content delivery in theory as well as laboratory sessions. Performance evaluation was carried out by using techniques such as google quizzes and group activity on hydraulic and pneumatic trainer kit. Students' perceptions about the implementation of these active learning techniques are studied and analyzed which are reported in this paper. It is observed that as the results of this implementation students' overall understanding of the course content is enhanced.Keywords
Active Learning, Demo Based Exam, Open Ended Assignment, Oral Exam, Quizzes.
References
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- Sandip R. Desai, (2022) , Impact of Active Learning Methods on Students’ Learning and Course Results, Journal of Engineering Education Transformations, Volume 35, No.3.
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- AK Bewoor, (2020) Use of Think-Pair-Share (TPS) as an Active Learning Strategy to Teach Metrology Course, Cummins College Digest of Engineering Education 1 (1), 5-12.
- AK Bewoor, VA Kulkarni, (2018), Use of Think-Pair-Share (TPS) as an Active Learning Strategy to Teach Quality Control, National Symposium on Innovations in Teaching-Learning Process 1 (1), 1-10.
- AD Patange, AK Bewoor, SP Deshmukh, SS Mulik, SS Pardeshi, (2019) Improving program outcome attainments using project based learning approach for: UG course-mechatronics,. Journal of Engineering Education Transformations 33 (1), 1-8.
- NBA-SAR Tier –II document at www.nbaind.org/
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- Effective Implementation of Peer Review as an Active Learning Technique to Attain Course Outcome : A Case Study
Abstract Views :58 |
PDF Views:0
Authors
Affiliations
1 MKSSS’s Cummins College of Engineering for Women, Pune, IN
1 MKSSS’s Cummins College of Engineering for Women, Pune, IN
Source
Journal of Engineering Education Transformations, Vol 36, No SP (2022), Pagination: 63-72Abstract
To engage the students actively in large classes is a challenging task. It became tougher especially in the online mode of conduction of lectures, due to the pandemic situation. In the absence of physical classroom interaction, students tend to lose focus and disconnect with the course content. It is observed that implementation of active learning techniques, helps in enhancing students’ engagement. It also appears to be beneficial in improving attainment levels of the course outcomes which is a very important aspect of the outcome based education. This paper discusses Peer Review as an active learning strategy, implemented for the course of Basic Electrical and Electronics Engineering for the first year engineering students. The students were divided into small groups, were asked to solve problems (were given a task based on a course outcome) and were asked to Peer Review the work with the help of assessment rubric provided. Course outcome where Peer Review Technique was implemented is compared with the other course outcomes where this technique was not implemented.Keywords
Active Learning, Peer Review, Course Attainment, Program Outcome, Outcome Based Education.References
- Sandip R. Desai, Impact of Active Learning Methods on Students’ Learning and Course Results, Journal of Engineering Education Transformations, Volume 35, No.3, January 2022
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- Harald Søndergaarda, and Raoul A. Mulderb, Collaborative learning through formative peer review: pedagogy, programmes and potential, Computer Science Education Vol. 22, No. 4, December 2012, 343–367, Routledge Taylor and Francis Group.
- Raoul A Mulder, Jon M Pearce, Chi Baik, Peer Review In higher education: Student perceptions before and after participation, Active Learning in Higher Education, 2014
- Martin Stigmar, Peer-to-peer Teaching in Higher Education: A Critical Literature Review, Mentoring & Tutoring: Partnership in Learning, 2016, Vol. 24, No. 2, 124–136,Routledge Taylor and Francis Group.
- Brill, J. M. (2016). Investigating Peer Review as a systemic pedagogy for developing the design knowledge, skills, and dispositions of novice instructional design students. Educational Technology Research and Development, 64(4), 681–705. doi:10.1007/s11423-015-9421-6
- Nancy Reese-Durham, Peer Evaluation as an Active Learning Technique, Journal of Instructional Psychology, Vol.32, No 4, January 2005
- A. D. Patange, A. K. Bewoor, S. P. Deshmukh, S. S. Mulik, S. S. Pardeshi, R. Jegadeeshwaran (2019), Improving Outcome Attainments Using Project Based Learning approach for: UG Course – Mechatronics, Journal of Engineering Education Program Transformations, 33(1), 1-8.
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- A. K. Bewoor and V. A Kulkarni (2018), “Use of Think-Pair-Share (TPS) as an Active Learning Strategy to Teach Quality Control”, Conference on National Symposium on Innovations in Teaching-Learning Process, DYPCoE, Pune.
- Anand Bewoor (2020), Use of Think-Pair-Share (TPS) as an Active Learning Strategy to Teach Metrology Course, Cummins College Digest of Engineering Education, 1(1).
- www.nbaind.org