Journal of Engineering Education Transformations

Anitha D. ¹, Jeyamala C. ², Kavitha D. ³

Affiliations
1 Department of Computer Applications, Thiagarajar College of Engineering, Madurai, IN
2 Department of Information Technology, Thiagarajar College of Engineering, Madurai, IN
3 Department of Electrical and Electronics Engineering, Thiagarajar College of Engineering, Madurai, IN

Abstract

Web technologies laboratory is a course where the students need to practice essential web development features amidst a plenty of distracting features within a time frame of 50 to 60 hours. There are no standard or well defined methodologies to measure the outcomes of the laboratory in terms of creativity. Hence, a sensible mechanism is needed to enhance their creativity and to assess the same. This paper demonstrates a Project Based Learning approach for the course, which is supported by a rubric based assessment system that measures creativity in qualitative and quantitative terms. The study is conducted with 68 Post graduate students of Computer Applications who are not familiar with Project Based Learning and rubrics based assessment as well. The students are divided into Controlled and experimental group, where the Project based learning is implemented with both the groups but the performance of experimental group is evaluated with rubrics.Data collection involves the student feedback, their performance scores and teachers' reviews. The analysis of the system clearly defines a positive impact of Project Based Learning on enhancement of creativity and shows the assessment of creativity with rubrics based assessment.

Keywords

Project Based Learning, Laboratory Course, Assessment, Rubrics, Creativity

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Jeyamala Chandrasekaran ¹, Anitha D. ², Thiruchadai Pandeeswari S. ¹

Affiliations
1 Department of Information Technology, Thiagarajar College of Engineering, Madurai, Tamil Nadu, IN
2 Department of Applied Mathematics and Computational Science, Thiagarajar College of Engineering, Madurai, Tamil Nadu, IN

Abstract

The course on Computer Networks plays a significant role in the professional development of students graduating from various programmes such as Computer Science and Engineering, Information Technology and Master of Computer Applications. Graduating Engineers with exclusive skills in administering and managing computer networks are highly demanded in the job market. The knowledge on computer networks is tested in many of the entrance examinations towards admission in Post Graduate programmes like Graduate Aptitude Test in Engineering (GATE), Tamil Nadu Common Entrance Examination (TANCET) etc., The course also provides the necessary foundation for certification exams like Cisco Certified Networking Associate (CCNA). Having realized the importance of the Computer Networks in placements, higher studies and international certifications, the instructional design has been evolved with the appropriate selection of active learning and collaborative learning strategies. The paper presents a detailed impact analysis of the instructional design in improving the attainment of learning outcomes, student engagement and satisfaction. The experimental study has been carried out in a student group of 130 members from the undergraduate programme on Information Technology at Thiagarajar College of Engineering, Madurai in the academic year 2020-21. A wide variety of network simulation tools, programming assignments have been included in the instructional design to promote hands on experience. Exclusive assessment items with customized rubrics are used for promoting technical, personal and interpersonal skills. The blend of instructor led and inquiry based teaching learning practices have shown significant improvement in the grades of continuous assessment test.

Keywords

Computer Networks, Active Learning, Collaborative Learning, Learning Outcome Attainment, Higher Order Thinking Skills, Student Engagement.

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