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Lokare, Varsha T.
- Course Outcomes Attainment for Data Structure Course Using Direct and Indirct Methods
Abstract Views :194 |
PDF Views:4
Authors
Affiliations
1 Information Technology, Rajarambapu Institute of Technology, Sakharale, IN
2 Mechanical, Institute, Rajarambapu Institute of Technology, Sakharale, IN
1 Information Technology, Rajarambapu Institute of Technology, Sakharale, IN
2 Mechanical, Institute, Rajarambapu Institute of Technology, Sakharale, IN
Source
Journal of Engineering Education Transformations, Vol 29, No Spl Iss (2016), Pagination:Abstract
The term Course Outcomes (COs) plays a vital role in Outcome-Based Education (OBE). The attainment of Program Educational Objective (PEOs) and Program Outcomes (POs) is depends on the attainment of Course Outcomes (COs). In this paper, we have measured the CO attainment for Data Structure course on the basis of two methods; one is direct method in which students' marks have been considered as an input data. While another method, indirectly measures the CO attainment by taking feedback from Course Exit Survey. A suitable weight-age is given to direct and indirect method i.e. 80% and 20% respectively. The course Data Structure is chosen for this study of CO attainment because this course is very important for students' employment i.e. placement as well as competitive exams. The attempt is made here to find out accurate attainment of COs so that corrective actions can be taken for the next batch to improve the teaching learning process and intern higher attainment of COs and intern PEOs. Finally the analysis of results obtained by both direct and indirect methods is also shown in this paper.Keywords
Outcome-Based Education (OBE), Program Educational Objective (PEOs), Program Outcomes (POs), Course Outcomes (COs).
- Problem-Based Learning using Simulation Tools for Automata Theory
Abstract Views :144 |
PDF Views:1
Authors
Affiliations
1 Information Technology, Rajarambapu Institute of Technology, Islampur, Sangli, Maharashtra, IN
1 Information Technology, Rajarambapu Institute of Technology, Islampur, Sangli, Maharashtra, IN
Source
Journal of Engineering Education Transformations, Vol 29, No Spl Iss (2016), Pagination:Abstract
This paper highlights problem-based learning method implemented during the classes of automata theory for the second year through best practices activity. In this paper, we are providing conclusion based on the activities performed during academic years 2013-14 and 2014-15. These conclusions are made from the activities such as think-pair-share, group activity; problem based learning activity simulation tools and so on. We made comparison of the overall performance and satisfaction between the problem-based and traditional learners, and made analysis of the influence of students' mathematical knowledge in both methods. The results collected from these activities were tremendous; students went through the activities rigorously; they got clear understanding of the course conducted by their audit and grades during both years. This new experience was joyful for both the students and the teacher; and finally, the innovative teaching approach helped several types of learners very well.Keywords
Innovative Teaching, Problem-Based Learning, Simulation Tools, best Practices Activity.- A Holistic Approach for Teaching Data Structure Course in the Department of Information Technology
Abstract Views :231 |
PDF Views:0
Authors
Affiliations
1 Information Technology, Rajarambapu Institute of Technology, Sakharale, IN
2 Rajarambapu Institute of Technology, Sakharale, IN
1 Information Technology, Rajarambapu Institute of Technology, Sakharale, IN
2 Rajarambapu Institute of Technology, Sakharale, IN
Source
Journal of Engineering Education Transformations, Vol 30, No Sp Iss (2017), Pagination:Abstract
A course Data structures have prominent importance for higher studies and placement in software industries. Hence, the better understanding of this course will result in successful career formation. It has been observed that traditional teaching learning methodology is not helping students to showcase their learning's and in turn, it results in poor placement and less success in higher studies. So, in this paper different innovative teaching-learning practices are discussed which help in better understanding of data structure course and which in turn result in good academic development. Finally, the comparative analysis of the course attainment of last two academic years is carried out that result in the noticeable increase in the attainment.Keywords
Traditional Teaching Learning Methodology, Placement, Innovative Teaching Learning Practices.References
- Abdurrahman Hi, “Using the Think-Pair-Share Strategy to Improve Students’ Speaking Ability at Stain Ternate ” , Journal of Education and Practice , ISSN 2222-1735 (Paper) ISSN 2222288X (Online),Vol.6, No.10, 2015.
- Kamerade, D. M., “Group role-play as a method of facilitating student to student interaction and making theory relevant”, In Practice and Evidence of the Scholarship of Teaching (ECE Conference Special Issue) (Vol. 6, No. 2), University of Glasgow, 2011.
- Webb, N. M., “Peer interaction and learning in small groups”, International Journal of Educational Research, 13 (1), 21-39, 1989 .
- C.Demetry. Work in progress: An innovation merging "classroom flip" and team-based learning. In Proceed- ings, 40th ASEE/IEEE Frontiers in Education Conference, 2010.
- N. Warter, Perez and J. Dong,”Flipping the classroom: How to embed inquiry and design projects into a digital engineering lecture”, In Proceedings of the 2012 ASEE PSW Section Conference, 2012.
- V.T. Lokare and P.M. Jadhav, “Course Outcomes Attainment for Data Structure Course Using Direct and Indirct Methods”, in Journal of Engineering Education Transformations, 2016.
- Video created by author for flipped Classroom: https://www.youtube.com/watch?v=XL7Ga1YZN4A &feature=yout
- https://www.cs.usfca.edu/~galles/visualization/Algori thms.html
- https://iitbombayx.in/courses/IITBombayX/CS101.1xA 15/2015_T1/
- An Integrated Approach for Teaching Object Oriented Programming (C++) Course
Abstract Views :198 |
PDF Views:2
Authors
Affiliations
1 Computer Science & Engineering, Rajarambapu Institute of Technology, Sakharale, IN
2 Mechanical, Institute, Rajarambapu Institute of Technology, Sakharale, IN
1 Computer Science & Engineering, Rajarambapu Institute of Technology, Sakharale, IN
2 Mechanical, Institute, Rajarambapu Institute of Technology, Sakharale, IN
Source
Journal of Engineering Education Transformations, Vol 31, No 3 (2018), Pagination: 17-23Abstract
As majority of the students were lagging in programming skills, it is a challenging task to teach programming language courses like C, C++, and Java etc. To increase the logical skills of the studentswhile learning C++ course we have applied different innovative teaching learning practices. The result analysis drawn at the end of the semester shows the noticeable improvement in the grades of the students. The course outcome attainment is also calculated and analysed. Finally, the individual students programming skills improvement from C programming, Advanced C Programming to C++ programming has been analysed. The use of different innovative teaching learning practices lead to noticeable improvement inmany students.Keywords
Teaching Learning Practices, Programming Language, Programming Skills, C++.- A Blended Approach for Teaching Laboratory Course: Internet Technology
Abstract Views :314 |
PDF Views:135
Authors
Affiliations
1 Computer Science & Engineering, Rajarambapu Institute of Technology, Sakharale, IN
2 Computer Engineering, Dr. Babasaheb Ambedkar Technological University, Lonere, IN
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
- Thomas, J. W. & Mergendoller, J. R.,” Managing project-based learning: Principles from the field”, Annual Meeting of the American Educational Research Association, New Orleans, 2000.
- Scaffa, M. E., & Wooster, D. M.,“Effects of problem-based learning on clinical reasoning in occupational therapy”, American Journal of Occupational Therapy, 58(3), 333-336,2004.
- Schneider, R.M., Krajcik, J., Marx, R. W., & Soloway, “Performance of students in project based science classrooms” on a national measure of science achievement, Journal of Research in Science Teaching, 39(5), 410-422.
- - [4] Baker, M. J ., Bernard, F.X. & Dumez Féroc,”Integrating computer supported collaborative learning into the classroom: the anatomy of a failure”, Journal of Computer Assisted Learning, 28, 161-76, 2012.
- Srinivas, H., “What is Collaborative Learning? “, The Global Development Research Center, Kobe; Japan . Retrieved 5 Nov 2011
- Dillenbourg P, “What do you mean by collaborative learning? Collaborative learning: Cognitive and Computational Approaches”, Oxford, UK: Elsevier Publishing,1999 -
- Roselli, N.D., “Collaborative learning: Theoretical foundations and applicable strategies to university”, Journal of Educational Psychology, 2016.
- Panitz, T., “Collaborative versus cooperative learning a comparison of the two concepts which Hill help us understand the underlying nature of interactive learning”, Cooperative Learning and College Teaching, 1997.
- Dillenbourg, P., Baker, M., Blaye, A., & O´Malley, C.,”The Evolution of Research on Collaborative Learning”,Learning in Humans and Machines, Towards an Interdisciplinary Learning Science (pp. 189-211). London: Pergamon,1996.
- Varsha T Lokare, Prakash M Jadhav," Course Outcomes Attainment for Data Structure Course Using Direct and Indirect Methods", Journal of Engineering Education Transformations,2016.
- Varsha T Lokare, Prakash M Jadhav, " A Holistic Approach for Teaching Data Structure Course in the department of Information Technology", Journal of Engineering Education Transformations,2017.
- Increasing Students Engagement during Virtual Classroom Teaching through Effective Use of Online Tools
Abstract Views :333 |
PDF Views:155
Authors
Affiliations
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
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