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Dol, Sunita M.
- An Active Learning Strategy Think-PairFree Open Source Software-share to Teach Engineering Cources
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Authors
Affiliations
1 Civil Engineering Department, Walchand Institute of Technology, Solapur, IN
2 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
1 Civil Engineering Department, Walchand Institute of Technology, Solapur, IN
2 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
Source
Journal of Engineering Education Transformations, Vol 28, No Spl Iss (2015), Pagination: 105-110Abstract
TPS (Think-Pair-Share) is a cooperative learning strategy where students think about their responses for a problem given by instructor then discuss their individual solutions in pairs and share those solutions with the class. Think-PairFree-Open-Source-Software-Share (TPFOSSS) is a modified activity of TPS in which free open source software can be used in TPS activity. How these two activities can be used in teaching the engineering courses is explained in this paper. Here, the case study of Theory of Computation which is the core course of Computer Science and Engineering and the base for many other courses like System Programming, Compiler Construction, etc. is considered. These TPS and TPFOSSS activities are employed for the Theory of Computation course to improve students' conceptual understanding. In this paper, one group Pre-Test Post-Test model is considered. Experimental results, students' perception about these activities and effectiveness of these activities are also presented in the study.Keywords
Think-Pair-Share (TPS), Think-PairFOSS-Share (TPFOSSS), Theory of Computation (TOC), t-Test.
- T24S : Modified TPS Activity for Mathematical Courses to Improve Students' Fundamental Knowledge
Abstract Views :163 |
PDF Views:0
Authors
Affiliations
1 Computer Science and Engineering, Walchand Institute of Technology, Solapur, IN
2 Civil Engineering, Walchand Institute of Technology,Solapur, IN
1 Computer Science and Engineering, Walchand Institute of Technology, Solapur, IN
2 Civil Engineering, Walchand Institute of Technology,Solapur, IN
Source
Journal of Engineering Education Transformations, Vol 29, No Spl Iss (2016), Pagination:Abstract
Think-Pair-Share (TPS) is a Collaborative, active learning strategy, in which students work on a problem given by an instructor, initially individually, then in pairs, and finally together with the entire class. T24S is a modified TPS activity in which students initially think individually, followed by discussion on problem-solving strategies in pairs and then in groups of four students followed by share phase. This T24S method is useful for Mathematical based courses like Theory of Computation, mathematics, Earthquake Engineering etc. In this paper, the case study of mathematical course like Theory of Computation course of Computer Science and Engineering is considered. Theory of Computation is the course having mathematical orientation and the prerequisite for many courses in Computer Science and Engineering such as System Programming, Compiler Construction etc. This modified TPS activity is considered for Theory of Computation course to improve students' fundamental knowledge of the course and in turn to improve their performance of students in the examination. In this paper, one group Pre-Test Post-Test model is considered. Experimental results and student's perception about this activity are also presented. Also other active learning strategies considered for this course are explained to improve university results.Keywords
Think-Pair-Share(TPS), T24S(Think-Pair-Four in Group-Share), Theory of Computation, T-Test, Likert's Scale.- T24S : Modified TPS Activity for Mathematical Courses to Improve Students' Fundamental Knowledge
Abstract Views :207 |
PDF Views:1
Authors
Affiliations
1 Computer Science and Engineering,Walchand Institute of Technology, solapur, IN
2 Civil Engineering,Walchand Institute of Technology, solapur, IN
1 Computer Science and Engineering,Walchand Institute of Technology, solapur, IN
2 Civil Engineering,Walchand Institute of Technology, solapur, IN
Source
Journal of Engineering Education Transformations, Vol 29, No 4 (2016), Pagination: 23-30Abstract
Think-Pair-Share (TPS) is a Collaborative, active learning strategy, in which students work on a problem given by an instructor, initially individually, then in pairs, and finally together with the entire class. T24S is a modified TPS activity in which students initially think individually, followed by discussion on problem-solving strategies in pairs and then in groups of four students followed by share phase. This T24S method is useful for Mathematical based courses like Theory of Computation, mathematics, Earthquake Engineering etc. In this paper, the case study of mathematical course like Theory of Computation course of Computer Science and Engineering is considered. Theory of Computation is the course having mathematical orientation and the prerequisite for many courses in Computer Science and Engineering such as System Programming, Compiler Construction etc. This modified TPS activity is considered for Theory of Computation course to improve students' fundamental knowledge of the course and in turn to improve their performance of students in the examination.
In this paper, one group Pre-Test Post-Test model is considered. Experimental results and student's perception about this activity are also presented.Also other active learning strategies considered for this course are explained to improve university results.
Keywords
Think-Pair-Share(TPS), T24S(Think-Pair-Four inGroup-Share), Theory ofComputation, t-Test, Likert's Scale.- GPBL:An Effective Way to Improve Critical Thinking and Problem Solving Skills in Engineering Education
Abstract Views :206 |
PDF Views:0
Authors
Affiliations
1 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
1 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
Source
Journal of Engineering Education Transformations, Vol 30, No 3 (2017), Pagination: 103-113Abstract
There are various active learning strategies like Game based Learning (GBL), Puzzle based Learning (PBL), Project based Learning, Problem based Learning etc to improve students' knowledge. Puzzle based learning (PBL) can be used to attract, motivate, and retain students as well as to improve the critical thinking and problem solving ability of students. Similarly Game based Learning (GBL) can also be used to promote students' interest and engagement, and provide immediate feedback on performance. Hence in this study, I designed the GPBL(Game and Puzzle based Learning)which is the combination of the PBL and GBL to improve the critical thinking and problem solving ability of students. So in GPBL,Crossword puzzle,word search puzzle, word scramble puzzle and word match puzzle are considered while game considered is snake and Ladder game. This activity was conducted for the course Digital Technique of Second Year Computer Science and Engineering. Twelve puzzles (three Crossword puzzles, three Word Search puzzles, three Word Matching puzzles and three Word Scramble puzzles) and three Snake and Ladder games are considered as a part of this GPBL activity which covers the syllabus of the course Digital Technique. Also the feedback related to this activity is presented.Keywords
Game Based Learning (GBL), Puzzle Based Learning (PBL), Crossword Puzzle, Word Search Puzzle, Word Matching Puzzle, Word Scramble, Snake and Ladder, Game and Puzzle Based Learning (GPBL).References
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- HBL for Effective Implementation of Problem Statements during Lab Session
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Authors
Affiliations
1 Informationa Technology Department, Walchand Institute of Technology, Solapur, IN
2 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
1 Informationa Technology Department, Walchand Institute of Technology, Solapur, IN
2 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
Source
Journal of Engineering Education Transformations, Vol 30, No 3 (2017), Pagination: 114-122Abstract
Practical work motivates the students, inspires their interest in the course, enhances their understanding about the course, improves the problem analyzing and solving skills, bridge the gap between teachings and understanding the course, concentrate on the fundamentals and its application etc. Various active and cooperative learning methods are practiced in the teaching-learning process to engage students in activity-based or problem-based learning and motivate them to enhance their understanding about the course. In this study, we considered the handout based learning during the laboratory session and titled this activity as HBL (Handout based Learning). We have designed the handouts for the various courses like C-Programming, Digital Technique, System Programming and Mobile Application Development course of Computer and Allied branches. Also we considered the case study of HBL for Mobile Application Development and Digital Technique course. Based on the students' response and feedback for HBL activity, we observed that there is an improvement in the students' problem solving skill and application implementation.Keywords
Handout, Learning Objective, Likerts' Scale, Handout Based Learning (HBL).References
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- An Effectiveway to Improve Problem Solving Skill Using TPS, T24S and T21S:A Comparative Study
Abstract Views :164 |
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Authors
Affiliations
1 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
2 Civil Engineering Department, Walchand Institute of Technology, Solapur, IN
1 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
2 Civil Engineering Department, Walchand Institute of Technology, Solapur, IN
Source
Journal of Engineering Education Transformations, Vol 30, No 3 (2017), Pagination: 219-228Abstract
While studying various engineering courses, we often come across two types of problem statements: Simple problems which are possible to solve within two steps where as Complex one are those which required more than two steps to solve. Further in complex type of problem statement, there are two types: Type 1- Complexity is less initially and increases as we proceed further and Type 2- Complexity is more initially and it decreases for further steps. In the present study, we considered the active learning strategies to solve these types of problem statement. For this study, Theory of Computation course of Second Year Computer Science and Engineering is considered. Think-Pair- Share (TPS) is a well known active learning strategy in which students work on a problem posed by instructor, first individually (Think), then in pairs (Pair) and finally together with the entire class (Share).TPS is considered for Simple type of problem statement. After implementing TPS frequently, we have modified the TPS activity in such a way that it can be used to solve the Type1 and Type2 problem statements as mentioned above. The modified active learning strategies are renamed T24S (Think-Pair- Four in Group-Share) and T21S (Team-Pair- Individual-Share). T24S consist of four phases- Think, Pair, Four in group and Share phase.
In phase "four in group phase", two pairwork together to complete the task. So this T24S activity is considered to solve the Type1 examples. I n T 2 1 S , students work in the group of four to solve the problem statement. Next, teams split into pair to work on the same problem statement. Finally pair breaks up and student work individually to complete the task followed by sharing of the problem statement solution with the class. Such T21S activity is employed for solving the Type 2 problem statements.We conducted pre-post single group study for three learning objectives (LOs) as (1) solve the simple problem statement (LO1), (2) solve the complex problem statement of Type1 (LO2) and (3) solve the complex problem statement of Type2 (LO3). It is found that TPS, T24S and T21S methods are useful for satisfying LO1, LO2 and LO3 respectively.The objective of this study is to improve the problem solving skill of students. In this study, we are presenting the results obtained along with feedback about TPS, T24S and T21S.
Keywords
TPS (Think-Pair-Share), T24S (Think- Pair-Four in the Group-Share), T21S (Team-Pair- Individual-Share), T-Test, Likerts' Scale, Theory of Computation.References
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- SysPro:An Android Mobile Application for the Course System Programming
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Authors
Affiliations
1 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
1 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
Source
Journal of Engineering Education Transformations, Vol 30, No Sp Iss (2017), Pagination:Abstract
Mobile devices have become attractive learning devices in education sector. The majority of the existing research has focused primarily on the value of mobile learning for students and instructor. Mobile learning offers modern ways to support learning process through mobile devices. SysPro is an android mobile application for the course System Programming of Third Year Computer Science and Engineering. This application contains study material, power point presentations, quiz, question bank and games like crosswords; word search, word scramble and word match for every unit of this course. The APK file for this mobile application is available on the URL-https:// play.google.com/store/apps/details?id=in.witsolapur. sysproapp while the framework for SysPro is available on the Github URL: https://github.com/sunitamdol/SysPro or https://github.com/psrpatnaik/syspro.Keywords
SysPro, System Programming, Android Mobile Application, Crossword Puzzle, Word Scramble, Word Matching, t-TestReferences
- Evrim Baran (2014 ) A Review of Research on Mobile Learning in Teacher Education. Educational Technology & Society, 17 (4), 17–32.
- Mohamed Osman M. El-Hussein and Johannes C. Cronje (2010) Defining Mobile Learning in the Higher Education Landscape. Educational Technology & Society, 13 (3), 12– 21
- Chengjiu Yin et.al. (2013) Developing and Implementing a Framework of Participatory Simulation for Mobile Learning Using Scaffolding. Educational Technology & Society, 16 (3), 137–150.
- Andrea Potgieter (2012) The mobile application preferences of undergraduate university students: A longitudinal study. South African Journal of Information Management 17(1), Art. #650, 6 pages. http://dx.doi.org/10.4102/sajim.v17i1.650
- Luiz Fernando Capretz and Muasaad Alrasheedi (2013) A Meta-Analysis of Critical Success Factors Affecting Mobile Learning. Electrical and Computer Engineering Publications. Paper 18.
- Hasan Al Zahrani and Kumar Laxman (2015) A Critical Meta-Analysis of Mobile Learning Research in Higher Education. The Journal of Technology Studies
- Özgen Korkmaz (2015) New Trends on Mobile Learning in The Light of Recent Studies. Participatory Educational Research (PER) Vol. 2(1), pp. 1-10, April, 2015
- Aubusson, P., Schuck, S., & Burden, K. (2009). Mobile learning for teacher professional learning: Benefits, obstacles, and issues. ALT-J, Research in Learning Technology, 17(3), 233–247.
- Bates, C. C., & Martin, A. (2013). Using mobile technology to support literacy coaching practices.
- Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior.
- Chen, C. (2010). The implementation and evaluation of a mobile self- and peer-assessment system. Computers & Education, 55(1), 229–236.
- Open Educational Resource (OER):C-Programming Handout based Lab Session using MOODLE for Engineering Education
Abstract Views :141 |
PDF Views:0
Authors
Affiliations
1 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
2 Informationa Technology Department, Walchand Institute of Technology, Solapur, IN
1 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
2 Informationa Technology Department, Walchand Institute of Technology, Solapur, IN
Source
Journal of Engineering Education Transformations, Vol 30, No Sp Iss (2017), Pagination:Abstract
Open educational resources (OER) are free and openly licensed educational materials. It can be used for teaching, learning, research work and other purposes. OECD (Organization for Economic Co-operation and Development) defines this OER as "digitised materials offered freely and openly for educators, students, and selflearners to use and reuse for teaching, learning, and research. OER includes learning content, software tools to develop, use, and distribute content, and implementation resources such as open licences."
Types of open educational resources include: full courses, course materials, modules, learning objects, open textbooks, openly licensed videos, tests, software, and other tools, materials etc. OER may be freely and openly available static resources and dynamic resources.
We have developed "Open Education Resource (OER): CProgramming Handout based Lab Session using MOODLE". It consists of C-Programming Lab handouts for First Year Engineering students which contains the useful guidelines for implementing the program problem statements in the lab session. Practise problem statements are given in the each handout. Students practise those problem statements in lab session and submit on the MOODLE for assessment purpose. At the end of each lab session, the quiz will conducted on the MOODLE on the topic covered in the lab session. Since this OER is related to the C-Programming, any faculty or students from any stream can use this OER. We are going to use this OER for the students of First Year Engineering Program for CProgramming course in Semester II.
Keywords
Open Educational Resource (OER), C-Programming, Handouts, MOODLE (Modular Object- Oriented Dynamic Learning Environment), Wordpress, Think-Pair-Share (TPS), Creative Common Licenses, Bloom’s Taxonomy.References
- Yue, K. B., Yang, T. A., Ding, W., Chen, P. (2004). Open courseware and computer science education. Journal of Computing Sciences in Colleges, 20(1), 178-186. Retrieved 25-08-2016 from: http://portal.acm.org/citation.cfm?id=1040255
- Leen-Kiat Soh et. al. (2005) Closed Laboratories with Embedded Instructional Research Design for CS1, SIGCSE’05, St. Louis, Missouri, USA
- Hewlett (2005). Open Educational Resources Initiative Overview. William and Flora Hewlett Foundation. Retrieved 25-08-2016 from: http://www.hewlett.org/Programs/Education/OER/Publicati ons/oeroverview.htm
- Samer Al-Imamy and Javanshir Alizadeh (2006) On the Development of a Programming Teaching Tool: The Effect of Teaching by Templates on the Learning Process, Journal of Information Technology Education, Volume 5.
- Wiley, D. (2006) The Current State of Open Educational Resources, www.oecd.org/document/32/0,2340,en_2649_33723_3622 4352_1_1_1_1,00.html.
- Wiley, D. (2006) On the Sustainability of Open Educational Resource Initiatives in Higher Education, www.oecd.org/edu/oer.
- Atkins, D, E.; Brown, J, S. and Hammond, A, L. (2007), A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges and ew Opportunities,
- Downes, Stephen (2007) Models for Sustainable Open Educational Resources, Interdisciplinary Journal of Knowledge and Learning Objects.
- Daniel E. Atkins, John Seely Brown, Allen L. Hammond (2007) A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities, accessed from http://www.hewlett.org/uploads/files/ReviewoftheOERMov ement.pdf on 25-08-2016
- Tom Caswell, Shelley Henson, Marion Jensen, David Wiley (2008) Open Content and Open Educational Resources: Enabling universal education, International Review of Research in Open and Distributed Learning
- Ajlan Al-Ajlan and Hussein Zedan (2008), Why Moodle, FTDCS '08. 12th IEEE International Workshop on Future Trends of Distributed Computing Systems.
- Micaela Esteves et. al. (2010) Improving teaching and learning of computer programming through the use of the Second Life virtual world, British Journal of Education Technology, DOI: 10.1111/j.1467-8535.2010.01056.x
- Aydin Cansu Cigdem and Tirkes Guzin (2010) Open Source Learning Management Systems in E-Learning and Moodle, IEEE EDUCON Education Engineering 2010 The Future of Global Learning Engineering Education
- Manisha Nirgude(2013) Debugger Tool to Improve Conceptual Understanding of Programming Language of Novice Learners, IEEE Fifth International Conference on Technology for Education (T4E)
- Aditi Kothiyal et. Al (2013) Effect of Think-Pair-Share in a Large CS1 Class: 83% Sustained Engagement, ICER’13,
- Aditi Kothiyal et. al. (2014) Think-pair-share in a large CS1 class: does learning really happen?, ACM Conf on Innovations and Technology in Computer Science Education (ITiCSE), Uppsala, Sweden.
- Sunita M Dol (2014) TPS(Think-Pair-Share): An Active Learning Strategy to Teach Theory of Computation Course, International Journal of Educational Research and Technology P-ISSN 0976-4089; E-ISSN 2277-1557, IJERT: Volume 5 [4], Page No. 62-67
- Pratibha S. Yalagi, Trupti S. Indi, Manisha A. Nirgude, (2016) Enhancing the Cognitive level of Novice Learners using Effective Program Writing Skills, 2016 International Conference on Learning and Teaching in Computing and Engineering
- Trupti S. Indi, Pratibha S. Yalagi and Manisha A. Nirgude (2016) Use of Java Exception Stack Trace to Improve Bug Fixing Skills of Intermediate Java Learners, 2016 International Conference on Learning and Teaching in Computing and Engineering.
- Trupti Indi and Dr. S. A. Halkude (2016) Teaching of Mobile Application Development Course Using Handouts, in 3rd International Conference on Transformation in Engineering Education.
- http://www.it.iitb.ac.in/moodle/course/view.php?id=141 OER Submission Example PDF
- https://www.umass.edu/it/support/moodle/moodle-mbzbackupfiles
- https://en.wikipedia.org/wiki/Bloom%27s_taxonomy
- https://en.wikipedia.org/wiki/Creative_Commons_license
- https://en.wikipedia.org/wiki/Open_educational_resources
- http://users.wmin.ac.uk/mcshand/TEACHING/handouts.ht m
- Dr. Jan Hylén, Open Educational Resources: Opportunities and Challenges, accessed from https://www.researchgate.net/profile/Jan_Hylen/publication 235984502_Open_educational_resources_Opportunities_an d_challenges/links/54d321a80cf250179181779b.pdf on 2508-2016
- Li Yuan; Sheila Maceill; Wilbert Kraan, Open Educational Resources – Opportunities and Challenges for Higher Education accessed from http://wiki.cetis.ac.uk/images/0/0b/OER_Briefing_Paper.pd f on 25-08-2016
- FBL:An Activity to Improve Students' Conceptual Understanding of the Course Operating System
Abstract Views :256 |
PDF Views:1
Authors
Affiliations
1 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
1 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
Source
Journal of Engineering Education Transformations, Vol 30, No 4 (2017), Pagination: 25-33Abstract
Free and open-source software (FOSS) is computer software which is freely licensed software to use, copy, study, and change the software in any way. FOSS can also be used for teaching the course. We have designed an activity FOSS Based Learning (FBL). In FBL, instructor uses the free open source software to teach the topic and problem solving based on that topic. In this work, CPU-OS Simulator as FOSS is used. This tool can be used for conceptual understanding of various topics of Operating System, Compiler Construction, System Programming and Computer Architecture. In this particular study, FBL is used for studying and evaluating the performance of scheduling algorithms in Operating System course for Computer Science and Engineering students. The results of teaching this topic using FBLis presented in this paper. For this study, one group pre-post test method is considered with three learning objectives (LOs) (1) To draw Gantt chart for four scheduling algorithms(LO1) (2) To calculate waiting time for individual process and average waiting time, for four scheduling algorithms (LO2) and (3) To calculate average turnaround time for four scheduling algorithms (LO3). Also the students' feedback about this FBL is also given in this paper.Keywords
Free Open Source Software (FOSS), FBL (FOSS Based Learning), Likrerts' Scale, t-Test, CPU-OS, Visualization, Operating System (OS).References
- Van Berkum et. al. (1991) Instructional Environment for simulations.Educations and Computing, 305,358.
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- Naps, T.L., et. al. 2002. Exploring the Role of Visualization and Engagement in Computer Science Education. ACMSIGCSE Bulletin 35 (2), June 2003.
- Ching-Kuang Shene (2002) Multithreaded Programming Can Strengthen an Operating Systems Course, accessed from https: //www.cs.mtu.edu/~shene/PUBLICATIONS/2002/o s.pdf on 25-08-2016
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- Charles L. A., Nguyen, M. (2005) A Survey of Contemporary Instructional Operating Systems for Use in Undergraduate Courses, JCSC 21 (1), pp. 183190.
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- Silberschatz, A., Galvin, P.B., Gagne, G. (2010) Operating System Concepts. 8th Edition.Wiley.
- Besim Mustafa (2011) Visualizing the Modern Operating System: Simulation Experiments Supporting Enhanced Learning, accessed from http://repository.edgehill.ac.uk/4735/1/Paper_Final_ Version_ACM_ITE_New_York_2011.pdf on 23-082016
- Sunita B Aher and Lobo L.M.R.J. (2011) Data Mining in Educational System using WEKA, published in International Conference on Emerging Technology Trends (ICETT), Kollam
- Rutten, N. et. al. (2012) The learning effect of the computer simulation in science education. Computer and Education, 58(1), 136-153
- Besim Mustafa (2013) YASS: A system simulator for operating system and computer architecture teaching and learning, European Journal of Science and Mathematics Education Vol. 1,No. 1
- Aditi Kothiyal et. al. (2013) Effect of Think-Pair Share in a Large CS1 Class: 83% Sustained Engagement, ICER' 13, http: //www.it.iitb.ac.in/~sri/papers/tps-icer2013.pdf.
- Sunita M. Dol and Dattatray P. Gandhamal (2014) TPFOSSS: A Modified TPS Technique to Improve Student's Conceptual understanding of Compiler Construction Course, in 6th IEEE International Conference on Technology for Education (T4E2014), Amrita University,Kerala, India.
- Dr. S.A.Halkude and SunitaM. Dol (2015)AnActive Learning Strategy Think-Pair Free Open Source Software-Share to Teach Engineering Courses”, in 2nd Inetrnational Conference on Transformation on Engineering Education (ICTIEE-2015), Bangalore, India. Paper is in Journal of Engineering Education Transformation, ISSN 2349-2473 (Print), eISSN 2394-1707 (Online).
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- An EffectiveWay to Improve Problem Solving Skill Using TPS, T24S and T21S:A Comparative Study
Abstract Views :249 |
PDF Views:4
Authors
Affiliations
1 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
2 Civil Engineering Department, Walchand Institute of Technology, Solapur, IN
1 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
2 Civil Engineering Department, Walchand Institute of Technology, Solapur, IN
Source
Journal of Engineering Education Transformations, Vol 31, No 2 (2017), Pagination: 16-25Abstract
While studying various engineering courses, we often come across two types of problem statements: Simple problems which are possible to solve within two stepswhereas Complex one are those which required more than two steps to solve. Further in complex type of problem statement, there are two types: Type 1- Complexity is less initially and increases as we proceed further and Type 2- Complexity is more initially and it decreases for further steps. In the present study, we considered the active learning strategies to solve these types of problem statement. For this study, Theory of Computation course of Second Year Computer Science and Engineering is considered.
Think-Pair-Share (TPS) is a well known active learning strategy in which students work on a problem posed by instructor, first individually (Think), then in pairs (Pair) and finally together with the entire class (Share).TPS is considered for Simple type of problem statement.
After implementing TPS frequently, we have modified the TPS activity in such a way that it can be used to solve theType1 andType2 problem statements as mentioned above. The modified active learning strategies are renamed T24S (Think-Pair-Four in Group-Share) and T21S (Team-Pair-Individual- Share). T24S consist of four phases- Think, Pair, Four in group and Share phase. In phase "four in group phase", two pair work together to complete the task. So this T24S activity is considered to solve the Type1 examples.
In T21S, students work in the group of four to solve the problem statement. Next, teams split into pair to work on the same problem statement. Finally pair breaks up and student work individually to complete the task followed by sharing of the problem statement solution with the class. Such T21S activity is employed for solving the Type 2 problem statements.
We conducted pre-post single group study for three learning objectives (LOs) as (1) solve the simple problem statement (LO1), (2) solve the complex problem statement of Type1 (LO2) and (3) solve the complex problem statement of Type2 (LO3). It is found that TPS,T24S and T21S methods are useful for satisfying LO1, LO2 and LO3 respectively. The objective of this study is to improve the problem solving skill of students.
In this study, we are presenting the results obtained along with feedback about TPS, T24S and T21S.
Keywords
TPS (Think-Pair-Share), T24s (Think-Pair-Four in the Group-Share), T21s (Team-Pair-Individual-Sshare), T-Test, Likerts' Scale, Theory of Computation.References
- Sunita M Dol and Dr. S. A. Halkude (2016) T24S: Modified TPS Activity for Mathematical Course to Improve Students' Fundamental Knowledge, in Journal ofEngineering Education and Transformation
- Komal R. Pardeshi (2016) Improving the Student Performance Using Think-Pair-Share for Operating System, Journal of Engineering Education and Transformation,DOI:10.16920/jeet/2016/v0i0/ 85651
- Dr. S.A. Halkude and Sunita M .Dol (2015) An Active Learning Strategy Think-PairFree Open Source Software-Share to Teach Engineering Courses, Journal of Engineering Education Transformation, ISSN 2349-2473 (Print), eISSN 2394-1707 (Online), 413-418
- Abdurrahman Hi. Usman (2015) Using the ThinkPair-Share Strategy to Improve Students' Speaking Ability at Stain Ternate, Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN2222-288X (Online)Vol.6,No.10, 2015
- San San Tint and Ei Ei Nyunt(2015), Collaborative Learning With Think -Pair - Share Technique, Computer Applications: An International Journal (CAIJ),Vol.2,No.1, February 2015
- Sunita B. Aher and Dattatray P Gandhmal (2014) TPFOSSS: A Modified TPS Technique to Improve Student's Conceptual understanding of Compiler Construction Course,T4E-2014
- Sunita M Dol (2014) TPS(Think-Pair-Share) : An Active Learning Strategy to Teach Theory of Computation Course, International Journal of Educational Research and Technology P-ISSN 09764089;E-ISSN2277-1557, IJERT: 5 [4], 62-67
- Sampsel,Ariana (2013) Finding the Effects of ThinkPair-Share on Student Confidence and Participation, Honors Projects. Paper 28
- Aditi Kothiyal et. al. (2013) Effect of Think-PairShare in a Large CS1 Class: 83% Sustained Engagement, ICER'13, http://www.it.iitb.ac.in/~sri/papers/tps-icer2013.pdf.
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- N. A. Nik Azlina(2010) CETLs : Supporting Collaborative Activities Among Students and Teachers Through the Use of ThinkPair-Share Techniques, IJCSI International Journal of Computer Science Issues, Vol. 7, Issue 5, September 2010 18 ISSN(Online): 1694-0814
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- Mukta Goyal and Shelly Sachdeva (2009) Enhancing Theory of Computation Teaching through Integration with other Courses, International Journal of Recent Trends inEngineering, 1( 2), 137-140.
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- Improving Critical Thinking Skill of Students using aRPiGDs:An Effective and Alternative Method to Role Play
Abstract Views :189 |
PDF Views:3
Authors
Affiliations
1 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
2 Civil Engineering Department, Walchand Institute of Technology, Solapur, IN
1 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
2 Civil Engineering Department, Walchand Institute of Technology, Solapur, IN
Source
Journal of Engineering Education Transformations, Vol 0, No SP 1 (2018), Pagination:Abstract
Using various active learning strategies namely Think-Pair-Share, Peer-Instruction, Debate, Jigsaw, Problem based Learning, Game based Learning, Project based Learning, Team-Pair-Solo, etc, we engage the students in learning process. Role play is an activity where students perform the real time case study, to express the concept. Looking to efforts required, it is recommended to opt for the animated role play through effective video for demonstration. In the present study, we considered the newly designed activity using Animated Role Play Immediate Group Discussion followed by Sharing in the classroom (aRPiGDs). In this activity, instructor creates animated role play video and plays that video in the class. Entire class is further divided into a group of 7-8 students for studying role play and to identify the pro and cons of various methods. After discussion, each group shares their findings in the form of pros and cons on the topic. This activity is experimented for the course Operating System of Third Year Computer Science and Engineering. Feedback from the students at the end of the activity is taken to assess their learning through aRPiGDs.Keywords
Role Play, Animated Role Play, Operating System, Likerts’ Scale, Group Discussion, aRPiGDs.- Open Education Resource (OER) for Advanced C Concepts Course using LMS – Moodle for Engineering Education
Abstract Views :182 |
PDF Views:6
Authors
Affiliations
1 Information Technology Department,Walchand Institute of Technology, Solapur, IN
2 Computer Science and Engineering Department,Walchand Institute of Technology, Solapur, IN
1 Information Technology Department,Walchand Institute of Technology, Solapur, IN
2 Computer Science and Engineering Department,Walchand Institute of Technology, Solapur, IN
Source
Journal of Engineering Education Transformations, Vol 32, No 2 (2018), Pagination: 75-81Abstract
To design any software, students should have the knowledge about the fundamentals of programming language.C - Programming language is important and basic language for all engineering disciplines. It is also prerequisite for other programming languages like C++, Java, C# etc. In present study, we have designed an educational material which is available in the form of Open Educational Resources (OER). OER is teaching, learning and research material that is available freely to reuse, redistribute, remix, retain and revise. Our OER consist of study material like power point presentations, videos, assignments, practice problem statement and quiz in the form of Moodle back up file (.mbz). In the present study, we present how to restore Moodle backup file and how to use this OER at instructor as well as student side. Here OER implementation for Advanced C Concepts, results and feedback are discussed.Keywords
Open Educational Resource (OER), C Programming Concepts, MOODLE (Modular Object-Oriented Dynamic Learning Environment), Wordpress, Creative Common Licenses, Bloom's Taxonomy, Quiz- T24S Vs TPS
Abstract Views :159 |
PDF Views:128
Authors
Affiliations
1 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
1 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
Source
Journal of Engineering Education Transformations, Vol 34, No SP ICTIEE (2021), Pagination: 725-732Abstract
Think-Pair-Share(TPS) is a well known active learning strategy in which students work on the problem posed by the instructor, first individually, then in pair and finally together with the class. TPS develops technical and soft skill and promotes confidence, self learning & critical thinking ability. TPS consist of three phases: Think, Pair and Share phase, so this activity is not suitable for complex problem requiring more than two students to work in group to complete the task. Hence in this current study, TPS activity is modified and I renamed the activity as T24S (Think-Pair-Four in Group-Share) activity. T24S consists of four phases: Think, Pair, Four in Group and Share. In phase “Four in group”, each pre-assigned pair team up with another pair creating a team of four students, they share their answer and work together to complete the task. In this paper, how T24S method can be used for the Theory of Computation of Second Year, System Programming and Compiler Construction of Third Year Computer Science and Engineering course is explained. To test the effectiveness of this T24S over TPS activity, two group post-test only method for the course Compiler Construction of Third Year Computer Science and Engineering is considered. The Learning Objectives (LOs) are – 1) Compute the FIRST set for the given context free grammar (CFG). (LO1), 2) Compute the FIRST set for the given context free grammar (CFG). (LO2) and 3) Construct the parsing table for LL(1) grammar (LO3). For control group TPS activity was considered after blackboard teaching while for experimental group, T24S activity was considered after blackboard teaching. Statistical analysis using t-Test and Mann Whitney test shows that statistically significant performance on a post-test is observed for the experimental group as compared to the control group. Also the feedback about the T24S activity was also conducted to check the students’ perception about this activity.Keywords
TPS (Think-Pair-Share), T24S (Think-Pair-Four in Group-Share), Bloom’s Taxonomy, Post-Test, t-Test, Mann Whitney Test.Full Text
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