Enhancement of Engineering Education by Incorporating Active Learning Methodologies

Senthil, Ramalingam

doi:10.16920/jeet/2020/v34i1/155008

Cited by 5 publications

(8 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These include technical content knowledge (LO1, LO2, and LO3) and a broader understanding of the complex socio-technical issues related to energy systems (LO3, LO4, and LO5), as well as communication (LO6) and teamwork (LO7) skills. The active learning pedagogies and group projects employed in this course are known to enhance student learning and retention, critical thinking, real-world problem abilities, and other important 21st century skills [68,69,[76][77][78], all of which are important for preparing students to collaborate with others in careers where they can help solve global problems. In addition, the course has modeled effective practices for ESD education, using a systems-based approach and contextualizing technical issues within larger, more complex societal, economic, and environmental challenges [40][41][42].…”

Section: Student Learning Outcomes Broad Socio-technical Issuesmentioning

confidence: 99%

An Introductory Energy Course to Promote Broad Energy Education for Undergraduate Engineering Students

2021

View full text Add to dashboard Cite

Engineering graduates must be prepared to support our world’s need for a clean and sustainable energy future. Complex problems related to energy and sustainability require engineers to consider the broad spectrum of interrelated consequences including human and environmental health, sociopolitical, and economic factors. Teaching engineering students about energy within a societal context, simultaneous with developing technical knowledge and skills, will better prepare them to solve real-world problems. Yet few energy courses that approach energy topics from a human-centered perspective exist within engineering programs. Engineering students enrolled in energy programs often take such courses as supplemental to their course of study. This paper presents an engineering course that approaches energy education from a socio-technical perspective, emphasizing the complex interactions of energy technologies with sustainability dimensions. Course content and learning activities are structured around learning outcomes that require students to gain technical knowledge as well as an understanding of broader energy-related impacts. The course attracts students from a variety of majors and grade levels. A mixed quantitative/qualitative assessment conducted from 2019–2021 indicates successful achievement of course learning outcomes. Students demonstrated significant gains in technical content knowledge as well as the ability to critically address complex sociotechnical issues related to current and future energy systems.

show abstract

Section: Student Learning Outcomes Broad Socio-technical Issuesmentioning

confidence: 99%

An Introductory Energy Course to Promote Broad Energy Education for Undergraduate Engineering Students

2021

View full text Add to dashboard Cite

show abstract

“…11 In engineering education, a large number of students expressed preference for seminar presentations compared with classical lectures, both after the completion of the course and after the final examination. 8 Overall, the feedbacks on active learning exercise were mainly positive and it was strongly recommended to be kept in the future rounds of course. Furthermore, a considerable number of students showed some form of resistance.…”

Section: Students Feedback On Literature Seminar Activitymentioning

confidence: 99%

“…This approach was also successfully applied to different areas of education like biology, medical, engineering, English as a foreign language (EFL), information technology (IT), and design educations. [7][8][9][10][11][12] Peer review is another active learning approach, where the students are required to critically think and comment on the materials provided by their classmates. The question we would like to address is how the teachers can make use of these two approaches of "learning by teaching" and "peer review" to design an improved teaching method and provide better-quality learning process for students.…”

Section: Introductionmentioning

confidence: 99%

Learning by teaching efficiently enhances learning outcomes in molecular biology of the cell course

Mijakovic,

Rahimi

2023

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

To evaluate the impact of active learning approaches in a basic molecular and cell biology course for undergraduate students, we assessed the effect of learning by teaching and peer review on the learning outcomes. A literature seminar activity with peer review and feedback was organized as a compulsory activity for all students, covering about 25% of the course content. The remaining 75% of the course was delivered as classical lectures. The students collaborated in groups to present the content of a review article complemented with a research article. For each group of students, an opponent group was assigned to challenge the presenting group by questions and contribute to the evaluation of the presentation together with the teacher. Based on the feedback survey, the students reacted positively to this active learning exercise, and they strongly recommended keeping it in the future editions of the course. The students' exam scores strongly indicated that the learning outcomes from the learning by teaching part of the course were consistently higher than from the classical lecture part of the course. Further optimization of the active learning part of the course is outlined based on student feedback.

show abstract

“…Active learning methodologies are among the inspiring vehicles to involve and engage engineering students in project-based learning (R. Senthil, 2020). The proposed approach with active learning methodologies will help students to implement future tasks and provide adequate solutions to the problems based on active participation found in the real world.…”

Section: Fig 1 Learning Pyramidmentioning

confidence: 99%

Activity Based Programming Learning

Lathigara¹,

Tanna²,

Bhatt³

2021

Journal of Engineering Education Transformations

View full text Add to dashboard Cite

Computer programming is the essential skill in today's era and students are learning computer programming from their school education and also for students who have been enrolled in engineering program branches like Computer Engineering and Information Technology, computer programming is the foundation for them. Students following traditional paper-pen based approach for the examinations are having remembering skills and generally these skills become the base for them to clear any examinations. In this study, a series of unique activities are performed in regular sessions and learning outcomes are measured and compared with traditional sessions. Computer programming has been taught by various instructors since many years and as an outcome unique instructional pedagogy evolved from time to time with the help of regular feedback from all the stockholders. Computer programming is interesting and easy to understand if sessions are executed in a unique way through active learning skills. Active learning is also playing a crucial role in this, and hands on sessions helped a lot to achieve course outcomes. Here, to analyse the effect of activity-based programming learning approach for the specified subject, the result of B.Tech. (CE and IT branches) second semester students (A.Y. 2018-19 and 2019-20) are considered with different familiar parameters. Students' feedback is taken at the end of course study. Find the word, crossword, code magnet, half cooking code, long exercise, pool puzzle, troubleshooting, predict the output, match two sides, program analysis are a set of activities tried throughout the course during every session. Assessment pattern is also changed effectively and instead of a traditional style pen-paper based sheet is converted into an activity sheet. Continuous assessment is practiced covering all components of the exam including end semester examination. Results found with traditional method-based examination are compared with results found with activitybased programming learning methodology and found that a greater number of students had secured more than over average score with the proposed method. This comparison shows that students are more distinguishable and curious about solving activity-based problems instead of robbing up theory concepts and writing the answers with traditional pen paper strategy. Also, student feedback is found quite satisfactory. It has been observed that through activity-based learning, student retention level is quite high and their learning skills and understanding level improved significantly. Active learning techniques perform an essential role for accomplishing the student's participation and contribution towards learning. Logical and technical skills for engineering students can be developed easily with active participation i.e. through active learning.

show abstract

Enhancement of Engineering Education by Incorporating Active Learning Methodologies

Cited by 5 publications

References 10 publications

An Introductory Energy Course to Promote Broad Energy Education for Undergraduate Engineering Students

An Introductory Energy Course to Promote Broad Energy Education for Undergraduate Engineering Students

Learning by teaching efficiently enhances learning outcomes in molecular biology of the cell course

Activity Based Programming Learning

Contact Info

Product

Resources

About