Journal of Engineering Education Transformations

Syed Abdur Rauf Magrabi ¹, Moghal Irfan Pasha ², Moghal Yaseen Pasha ²

Affiliations
1 Department of Electrical and Electronics Engineering, Sphoorthy Engineering College, Nadergul, Hyderabad-501510, IN
2 Department of Computer Science Engineering, Sphoorthy Engineering College, Nadergul, Hyderabad-501510, IN

Abstract

Critical thinking is a learned skill that requires instruction and continuous practice. Engineering education instructor's levels can enhance students' critical thinking skills by using instructional strategies that actively engage students in the learning process rather than relying on lecture and rote memorization, focusing instruction on the process of learning rather than solely on the content on theory of Internet Of Things (IOT), and using assessment techniques that provide students to develop a prototype with an intellectual challenge rather than memory recall. Several barriers can impede critical thinking instruction. Lack of training, limited resources, biased preconceptions, and time constraints conspire to negate learning environments that promote critical thinking. However, actively engaging students in project-based or collaborative activities can encourage students' critical thinking development if instructors model the thinking process, use effective questioning techniques, and guide students' critical thinking processes. The examples provided challenge instructors to think of students as users of information rather than receivers of information. Results and evidences are shown where the students and faculty have engaged in a collaborative work for building an IOT device for various applications.

Keywords

Critical Thinking, Engineering Education, IOT, Design Projects Etc.

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Syed Abdur Rauf Magrabi ¹

Affiliations
1 Department of Electrical and Electronics and Dr.APJ Abdul Kalam Center of Excellence, Sphoorthy Engineering College, Nadergul, Hyderabad-501510, IN

Abstract

Educational technology supports meaningful learning and enables the presentation of spatial and dynamic images, which portray relationships among complex concepts. The Technology-Enabled Active Learning (TEAL) involves media-rich software for simulation and visualization in freshman Electrical Engineering carried out in a specially redesigned classroom to facilitate group interaction. These technology-based learning materials are especially useful in safety procedures in transformers in electrical engineering to help students conceptualize phenomena and processes. This study analyses the effects of the unique learning environment of the TEAL on students' cognitive and affective outcomes. As part of the project, we developed pre-test and post-tests consisting of conceptual questions from standardized tests, as well as questions designed to assess the effect of visualizations and experiments. It consisted of a small and a large-scale experimental group and a control group. TEAL students improved their conceptual understanding of the subject matter to a significantly higher extent than their control group peers. Most of the students in the small-scale experiment noted that they would recommend the TEAL course to fellow students, indicating the benefits of interactivity, visualization, and hands-on experiments,which the technology helped enable also about teaching learning process for building student's confidence is discussed. In the large-scale implementation students expressed both positive and negative attitudes in the course survey and feedback is also mentioned.

Keywords

Teaching, Learning, Pedagogy, Instructional Methods, Engineering Education, Teachers.

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