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Shah, Milind
- Engaging Students Actively for Effective Teaching-Learning
Abstract Views :218 |
PDF Views:115
Authors
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1 Department of Electronics and Telecommunication Engineering, Fr. C. Rodrigues Institute of Technology, Sector 9A, Vashi-400703, Navi Mumbai, Maharashtra State, IN
1 Department of Electronics and Telecommunication Engineering, Fr. C. Rodrigues Institute of Technology, Sector 9A, Vashi-400703, Navi Mumbai, Maharashtra State, IN
Source
Journal of Engineering Education Transformations, Vol 34, No SP ICTIEE (2021), Pagination: 407-416Abstract
Due to the current pandemic situation all across the world, the education sector is undergoing a transformation. Engineering education is changing its face, too, as it is the need of the hour to impart knowledge and skills remotely to the students. At our Institute, we had not attempted the online teaching-learning methodology before the pandemic because students daily travelled to the Institute, and the need did not arise. Currently, we have adapted to MS Teams as our online platform for the conduction of classes and software laboratories. The major challenge in online teaching is to engage the students actively and ensure that learning is happening. Active learning is defined as “educational methods in which students are involved in higher-order thinking (analysis, synthesis, evaluation).” This work is a report on the methodologies adopted by the authors in the ongoing semester, involving some of the well-documented active learning strategies for two undergraduate courses in Mumbai University curriculum. The paper describes the adopted teaching methodologies with statistics collected during the ongoing semester and summarizes the outcomes of these experiments in terms of students’ “Learning Coefficient (LC)” in the undertaken courses based on the feedback collected by the course coordinators. Learning Coefficient is a number between 0 to 1 where 0 indicates non-interactive sessions and 1 indicates the highly interactive and highest level of learning. In this paper, we report a learning coefficient of 0.7 for one course and 0.64 for the other course through active learning techniques. These coefficients are indicative of “learning happening”.Keywords
Engineering Education, Active Learning, Learning Coefficient, Teaching-Learning.Full Text
- A Case-Study on Leveraging the Policies on Outcome-Based Education
Abstract Views :248 |
PDF Views:133
Authors
Affiliations
1 Department of Electronics and Telecommunication Engineering, Fr. C. Rodrigues Institute of Technology, Vashi-400703, Navi Mumbai, Maharashtra State, IN
1 Department of Electronics and Telecommunication Engineering, Fr. C. Rodrigues Institute of Technology, Vashi-400703, Navi Mumbai, Maharashtra State, IN
Source
Journal of Engineering Education Transformations, Vol 35, No 2 (2021), Pagination: 126-139Abstract
India has a broad, varied, and multifaceted technical and higher education system and is behind China and the United States in terms of the world's largest system of higher education. Accreditation is a mechanism intended to assess whether an educational institution or program satisfies the specified academic standards. While in the US the accreditation body is Accreditation Board for Engineering and Technology, Inc. (ABET), in India, it is the National Board of Accreditation (NBA) and National Assessment and Accreditation Council (NAAC). NBA accreditation model is linked to ABET via Washington Accord. The task in front of these authorities is introducing the policies to ensure that students receive the type of education they require in today's complicated and volatile world. This paper demonstrates a case-study on how the Electronics and Telecommunication Engineering Department of Fr. C. Rodrigues Institute of Technology (FCRIT) leveraged the policies and models adapted by NBA for Outcome Based Education (OBE) for raising the quality of the Bachelor of Engineering Program. It reviews the history and role played by ABET and NBA in continuously evolving the criteria for the accreditation of engineering courses. It presents the systems and processes established by the Department as per the NBA-OBE model for enhancing students' Course Outcome (CO) and Program Outcome (PO) attainments. There has been increase of 4.1% and 5% in averaged CO and PO attainments, respectively, for the 2016-20 passed out batch compared to 2014-18 batch. In conclusion, the NBA-OBE model can be leveraged further for enhancement in outcomes in the proposed autonomy model at FCRIT.Keywords
Outcome Based Education, National Board of Accreditation, Education, QualityFull Text
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