DISCERN: Discovery Learning with Student Defined Problems

Abstract

Literature suggests that inductive learning methods are more effective than deductive learning techniques. Discovery learning with autonomous learning is a well known technique for improving student engagement and learning. We report our results of involving final year students in defining their exercises in the lab or for assignments, given a set of learning outcomes. Before the start of the course, we make the students aware of the syllabus and learning outcomes for the course. To define the lab / assignment tasks, the students are given the freedom to search and select technologies and tools based on current trends, using Internet resources. We further permit the students to revisit and revise the task list during the course. The faculty member reviews the task list to ensure appropriate level of complexity. Our results show that students are able to select challenging assignments, and execute them well, when they are involved in defining the learning tasks. Our preliminary results are for a specific final year engineering elective course which involved lab work and assignments. We feel that the approach can be applied to different engineering courses having a similar pattern. We share our views on applying the technique to a course which could be useful in the Indian context.