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Netak, L. D.
- A Blended Approach for Teaching Laboratory Course: Internet Technology
Authors
1 Computer Science & Engineering, Rajarambapu Institute of Technology, Sakharale, IN
2 Computer Engineering, Dr. Babasaheb Ambedkar Technological University, Lonere, IN
Source
Journal of Engineering Education Transformations, Vol 34, No 1 (2020), Pagination: 41-51Abstract
Teaching laboratory courses is a challenging task as compared to teaching theory courses. From a teacher's perspective, it is a challenging task because he must be able to engage student actively for two hours. From a student perspective, it is challenging because students need to work themselves on machines or other equipment's to find out the solution which actually works for a particular problem. Four laboratory courses, students must be able to apply their past theory knowledge and skills for figuring out desired solution. So the lab course is beyond theory course.
But as a hand on experience is necessary for understanding of the associated theory concepts, it is inevitable. Also in conventional mode of teaching laboratory course where experiment list is predefined by the instructor, the student is passively involved in experimental work. This paper reveals how two pedagogic paradigms, namely Project Based Learning and Collaborative Learning are applied to the Internet Technology Laboratory course and shows how a student attains greater course outcomes than conventional methods used for teaching laboratory course. Project based learning gives better understanding of the concept because student learns by self-exploring and actually doing. On the other hand, in collaborative learning students work collectively in groups to deduce an answer to common problems.
The Internet, Technology Laboratory course is bas i c al ly des igned for unders t anding the terminologies related to internet protocols at application, routing and transport layers. It is challenging task to motivate students to design and develop all such applications. Hence, collaborative approach has been applied for enhancing the knowledge of the students related to this course by developing application layer protocols in a group. Also the commercial project design technique is used to solve real time problems of customers by designing websites. The student showed keen interest in understanding the customer needs and design the website for them. The analysis shows that there is an average increase of 15% to 20 % in course outcome attainment when this blended approach is applied.
Keywords
Internet Technology Laboratory, Project Based Learning, Collaborative Learning.Full Text
References
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- Increasing Students Engagement during Virtual Classroom Teaching through Effective Use of Online Tools
Authors
1 Rajarambapu Institute of Technology, Sakharale, Affiliated to Shivaji University, Kolhapur, Maharashtra and Research Scholar, Dr. Babasaheb Ambedkar Technological University, Lonere, Raigad Maharashtra, IN
2 Dr. Babasaheb Ambedkar Technological University, Lonere, Raigad Maharashtra, IN
3 Rajarambapu Institute of Technology, Sakharale, Affiliated to Shivaji University, Kolhapur, Maharashtra, IN
Source
Journal of Engineering Education Transformations, Vol 34, No SP ICTIEE (2021), Pagination: 44-49Abstract
Nowadays, the entire world is facing the problem of pandemic i.e. COVID-19. Hence it is a challenging task for educators to engage students during virtual classroom activity. Many online tools are available to take instant feedback from students to measure their involvement levels like Quizzes, Polls, Surveys, etc. Hence, in this paper, the use of two online tools like InterviewBit and Slido is being addressed. These online tools are used to ask the questions during online lecture delivery that may help in measuring the overall involvement of the students. The mentioned tools are described in detail along with its incorporation in teaching Data Structure and Algorithms course for second year B. Tech in Computer Engineering students (around 120 Students). Also, the learning of students before and after the usage of the Tools have been compared and analysed. It has been observed that there is approximately 20% improvement in the overall learning outcomes after the usage of the Tools. Also, the cognitive and affective learning domains are considered to measure the overall impact.Keywords
Interviewbit, Slido, Virtual Classroom Activity.Full Text