Journal of Engineering Education Transformations

R. Parkavi ¹, P. Karthikeyan ¹, S. Sujitha ¹, A. Sheik Abdullah ¹

Affiliations
1 Department of Information Technology, Thiagarajar College of Engineering, Madurai, IN

Abstract

Transformations in Engineering Education is to improve the quality of engineering education in learning and research as well as in student development, faculty development, curriculum development and teaching technology methods which involve active learning strategies.Nowadays teaching method takes a new transformation from the conventional method of learning to digital learning like e-learning and m-learning. To improve the students learning ability, a teacher will play a role as mentor/facilitator rather than a teacher. In this paper, we have considered the Impact of Massive Open Online Courses and its Best Practices as a case study on Social Network Analysis Course for the students of third-year Information Technology (IT) department.

Keywords

Engineering Education, Massive Open Online Courses, Social Network Analysis, Active Learning Strategies, Course Outcomes.

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A. Sheik Abdullah ¹, P. Karthikeyan ¹, S. Selvakumar ², R. Parkavi ¹

Affiliations
1 Department of Information Technology, Thiagarajar College of Engineering, Madurai, IN
2 Department of CSE, GKM College of Engineering and Technology, Chennai, IN

Abstract

Background: The major challenge in engineering education is to educate and train the student’s community with pedagogical practices in order to determine the notable skills to solve more complex and fragile structured problems. Innovative pedagogical practices make the students to adhere to the complex formulations of the corresponding domain and its applications. The realm of good understanding of knowledge and its deliverables can be ascertained through pedagogical practices with a focus on learner-centric activities in the classroom teaching.

The actual target in teaching learning process is to make all the students to have a good exploration on the domain knowledge with success ratio. The learner success is considered to be the core metric with which we can judge the success of learner-centric activities with creativity and quality processes. Confirming the process in which the learners are engaged with the key ideas of the course to be taught makes the students to have practical implementations in Teaching-Learning process.

Objective: This research work focus on the assessment and evaluation of learner-centric techniques for outcome based education upon statistical evaluation. Students of third year (VI Semester) of two consecutive batches have been analyzed for the course on Information Retrieval (14ITPS0). Two set of batches 2015-19 and 2016-20 have been considered for the assessment and analysis of Active Learning Strategies (ALS). The incorporation has been processed using the strategic approach based on daily, weekly and monthly assessments focusing on student learning criteria and their responding behaviors for 2016-20 batch. Each paradigm has been measured corresponding to the course outcomes at each level. Significant statistical analysis has been made for validating the process behind the teaching learning process.

Real time case study: Considering the batch 2015-19 summary assignments, presentations has been used for the evaluation and assessment of interim assignments. The observed response from the students went well among the student’s community. All the students have been registered for the course and they too have completed the same. But, the time and success ratio in learning mechanism varied from student to student upon completion of the course. Considering the batch 2016-20 active learning strategies such as Quiz by Kahoot!, Flipped classroom activity and MOOCs course has been incorporated. Also, for MOOC’S online courses a set of two courses has been identified relevant to the subject of study such as Text Retrieval and Search engines & Text mining and Analytics. For the Research problem identification the students are allowed to choose the domain specific topics for the course on information retrieval. In this process the time and success ratio has also been observed it also varied from one student to another.

Keywords

Education Technology, Course Outcomes, Target Measures, Interim Assessment, Learner-Centric Activities, Outcome-Based Education.

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P. Karthikeyan ¹, A. M. Abirami ¹, M. Thangavel ¹

Affiliations
1 Department of Information Technology, Thiagarajar College of Engineering, Madurai, Tamil Nadu, IN

Abstract

The Programme Outcomes (PO) of students are measured after the completion of every Under Graduate (UG) programme. Contributions of engineering projects on programme outcomes are significantly more when compared with other courses. The final year projects are evaluated by rubrics at different stages. The projects may fall in different categories; mapping of each project with PO needs to be carried out based on the nature of the problem and its solution. Hence, there exists a need for micro-level assessment and evaluation processes for projects. It is really a challenging process to define the set of activities needed for this. In this paper, a micro-level assessment methodology for attaining programme outcomes through UG Engineering Projects has been proposed and implemented. The process is defined in alignment with the ADDIE instructional design model and recommended to have different phases like plan, design, implement, evaluate and assessment. Project-PO mapping guidelines are prepared and used in the assessment process. This study explores the attainment level of different POs for each student and analyzes how the project helps in the attainment of Graduate Attribute (GA) for each individual. This paper discusses the detailed processes that have been carried out for the project course and how these processes help in the PO attainment level for two different batches of BTech IT students. The results of PO attainment prove that the proposed process would help in the attainment of PO, hence the Graduate Attribute level of each student.

Keywords

Engineering Project Review Process, Programme Outcome Attainment, Project PO Mapping, Project PO Attainment Calculation, Project Review Rubrics.

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