Journal of Engineering Education Transformations最新文献

{"title":"A Case Study on Course Outcome & Program Outcome Mapping Levels Based on Competency & Performance Indicators","authors":"A. A. Mulla, Hanmant S. Jadhav, Abhijit P. Shah","doi":"10.16920/jeet/2023/v36is2/23048","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36is2/23048","url":null,"abstract":"This Paper gives an insight into an essential part of practicing outcome-based education (OBE). One of the crucial parts of OBE is measuring the quality and quantity of Program learning skills that student has acquired through various assessments. Course Outcome attainment heads up the learning in a specific course. However, the Program Outcome (PO) attainment needs the relation of Course Outcome & Program Outcome (CO-PO), i.e., mapping levels for calculations. The author has demonstrated the CO-PO mapping level underpinning the competency and Performance Indicators. The methodology for CO-PO Mapping has been shown in the Paper. A review on Mapping has been taken on an online feedback survey and found that mentoring is required in the CO-PO mapping level and interpreting it at hard-shell. CO-PO Mapping for a course has been demonstrated w.r.t. the process followed, and calculations to the end have been explained. There is an opportunity to take PO assessment methods further with mapping levels concentrating on defining competencies and Performance Indicators. Keywords—Course Outcome (CO), Program Outcome (PO), COPO Mapping, Competency, Performance Indicators OBE.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75569594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Adaptability of Online Engineering Education Amidst the COVID19 Pandemic","authors":"M. Patil, U. Kamerikar","doi":"10.16920/jeet/2023/v36is2/23062","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36is2/23062","url":null,"abstract":"The COVID19 pandemic has disturbed the daily lives of people, including those in the education sector. It has tested the readiness of Higher Education Institutes (HEIs) and put in question the adaptability of students and faculty in using online teaching-learning modalities. This paper describes the development of an online engineering education in the department of Electronics and Telecommunication Engineering of Rajarambapu Institute of Technology, Islampur. The authors sampled 211 engineering students and 16 faculty members from the department of Electronics and Telecommunication Engineering using online survey forms. The author highlighted the requirements of online teaching-learning, the implementation methodology, online platforms, sample ICT tools and active learning tools used for the delivery of contents and conducting examinations. From the feedback of students and faculties members, it was found out that availability of resources, institute support, skill development and engagement have significant contribution to the adaptability of faculties and students to online teaching-learning. The pandemic situation has enhanced the adaptability of online teaching-learning during the COVID19 pandemic and also students and faculties are ready if any other similar man-made or natural disruptions occur. Keywords— Online teaching-learning, ICT Tools, online platforms, adaptability, pandemic.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74881174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Opinion of Engineering Students on the Use of Live Online Lectures after the Pandemic","authors":"Pinaki Chakraborty","doi":"10.16920/jeet/2023/v36is2/23021","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36is2/23021","url":null,"abstract":"The first outbreak of COVID-19 was reported in December 2019 and the disease took the shape of a pandemic in the next few months. Universities around the world imported lessons to their student mostly in online mode in 2020 and 2021. Thirty-five undergraduate computer science students were interviewed about their experience of attending online lectures during the COVID-19 pandemic. A quantitative analysis of their responses revealed that 43% of them felt that they can learn equally well from online and offline lectures, 49% felt that online lectures provide them flexibility which in turn helps them to perform better in academics and 54% felt that professors have improved their online teaching skills since the beginning of the pandemic. Further, a qualitative analysis revealed that students appreciate online lectures for allowing them to access ebooks and digital resources while attending lectures, and making it easier to study topics that require a lot of visualization and ask queries to professors. Consequently, 77% students said that a combination of online and offline lectures may be used in the future with students being allowed to choose how they learn. Alternatively, only online lectures may be scheduled on some days of the week so that students need not travel to the campus on those days. Keywords—COVID-19 pandemic, online lecture, flexible learning, professor-student interaction, content delivery.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79114833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"STARS Model: An Instructional Approach for Enhancing Skill Sets of Engineering Students","authors":"P. Karthikeyan, A. Abirami, M. Thangavel","doi":"10.16920/jeet/2023/v36is2/23055","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36is2/23055","url":null,"abstract":"The competencies of engineering students are measured through personal, interpersonal and communication skills. This work aims to improve these skills of engineering students through a Design Thinking course. The course involves a series of individual and team activities in the process of conceptual design modeling or prototype development, which in turn builds the skills and competencies of students. This paper proposes the unique Instructional Design model by organizing Solo, Team activities with Assessment and Reflection for improving the Skills (STARS) of students. The STARS model consists of questionnaire with 18 questions on design thinking skills, 8 on personal skills, 6 on interpersonal skills, and 5 on communication skills. Data is collected from each student after each assessment. The survey responses are analyzed and the attainment of skills are assessed using the Priority Need Index (PNI) method. It helps the instructor to focus more on specific skills in the forthcoming reviews. The experimental results proved that the proposed STARS model improves the skills of engineering students. Keywords— STARS Instructional Design, ID Model, Engineering Skills, Engineering Education, Design Thinking","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79270128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing Experiential Learning to Address Loss of Hands-on Laboratory Due to Covid-19 Pandemic","authors":"K. Supriya, H. Rohini, N. Prabha, Basawaraj ., I. Nalini","doi":"10.16920/jeet/2023/v36is2/23082","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36is2/23082","url":null,"abstract":"All sectors of life have been hit hard by the pandemic caused by covid-19. This impact has been brutal on streams like engineering in the educational sector, where practical or laboratory courses play a vital role in learning. Due to the limitations of online learning, the students could not explore the full extent of hands-on learning in their Fourth semester ARM microcontroller course. In order to compensate for the loss, the laboratory activities in the Fifth semester RTOS (Real-Time Operating System) Laboratory course are enhanced to provide students with a hands-on learning experience in building applications in both the ARM and RTOS environment. The extended activities enhanced student learning in the ARM environment, which they were previously deprived of during online instruction. Also, emphasis is provided on applying optimization techniques to memory and timing requirements for a given problem statement. The results show that the extended activities helped students co-relate and integrate concepts addressed during their 4th and 5th-semester courses and build a small application of the embedded systems. Keywords—Embedded Real-time systems; Extended Activity; project-based learning;","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"80 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85349098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The novel evaluation scheme for Competency Based Learning, authentic assessment and its implementation strategies for universities of higher education","authors":"Sampath Kumar V, Veerendra Kumar A N, S. K. Bisoyi, J. Pandey","doi":"10.16920/jeet/2023/v36is2/23032","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36is2/23032","url":null,"abstract":"Competency based education and its continuous assessment creates a strong interest amongst all stakeholders involved in the laboratories. The initiatives in this paper are proposed to strengthen affiliating technical university curriculum in true spirit to adopt outcome-based (OBE) education practices at all levels of courses. These initiatives shall complement and supplement the Government of India initiative National Education Policy 2020 (NEP 2020) implementation. The main beneficiaries of this proposed work will be the students and faculty among important stakeholders. The initiatives proposed will help to ease the problems of identifying proper learning materials, identification of course pre-requisites, and for the effective Industry Academia Connect for better development of employable graduates with Industry required attributes and skills. Also, to ensure highest standards of Teaching -Learning experience which will lead towards academic excellence, ensures to become an active participant in their learning process. Pre-requisite courses to be mentioned for all courses. In Structure of the syllabus, periods can be modified to L T P C (Lecture Tutorial Practical Competency) components. Keywords—Competency Based Learning (CBL); Competency Based Evaluation Scheme (CBES); Outcome Based Education (OBE); Student Assessment Management (SAM).","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81445520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influence of Learners’ Diversity on the Pedagogical Practices in Engineering Education: A Meta-Analysis of Teachers’ Reflections","authors":"A. Bhogayata, R. Jadeja","doi":"10.16920/jeet/2023/v36is2/23087","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36is2/23087","url":null,"abstract":"The escalating transits of learners across the international boundaries have resulted into several eruptive pedagogical practices in the class room teaching. A paradigm shift in the pedagogies has been experienced by the teachers to fulfilling the academic demands by the international learners. Though the teaching-learning processes have become more effective, versatile and technology driven due to the learners’ diversity, it may be important to understand the challenges, barriers and psychological reflections by the teachers in facing these transformations. The article analyses the reflections by the teachers on the catering to the student’s diversity. Total of sixty one teachers from different engineering streams participated in the survey. The data were collected anonymously. A metaanalysis has been carried out to obtain the similarities and differences of reflections on various hypotheses. All the important attributes of academics namely pedagogic, assessment, method of instructions, cultural integration of students in a common task, and overall influence of the diversity on the teaching-learning processes have been discussed. The study revealed that the teachers had to accommodate the diversity in their concurrent pedagogic and students had to develop new learning styles. The teachers have shown agreement on most of the hypothesis mentioned in the questionnaire; however it was found that catering the students’ diversity in the class room is the function of the interpersonal skills, academic experience and ability to communicate effectively with the diversified learners. The results established that the teachers will have to accommodate the learner’s diversity by a continuous up gradation and by embracing the new ways of pedagogical practices. The study inspired the authors to propose a model for effective pedagogy in the diversified class rooms and has been presented for the futuristic discussion by the readers and academicians. Keywords—Diversity; Engineering education; Learners; Metaanalysis; Pedagogy; Teachers","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89439695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Activity based teaching learning in Engineering Education, a course on: Embedded Systems”","authors":"Dr. Suchitra M, Alfred Vivek D’souza, Dr. Vinay B K, Panchami S V","doi":"10.16920/jeet/2023/v36is2/23040","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36is2/23040","url":null,"abstract":"The activity-based teaching and learning approach is presented in this paper for undergraduate engineering students. The primary goal of this undertaking is to maximize the student learning. The conventional teaching-learning environment induces monotonicity due to repetitive nature of teaching and absence of activities which does not provide much beneficial effects on increasing students’ levels of knowledge. The activity-based teaching-learning circumvents the shortcomings of the conventional approach in transmission of educational content. In this paper, various modes of progressive pedagogy to increase the student participation in active learning are explored. Activity based teaching-learning is anything related to course in which all the students in a class to participate actively rather than to simply sit, watch, listen and take notes. This paper explains various activities developed and practiced in order to accomplish the goal. The activities described in this paper were implemented with the students majoring in Electronics and Communication Engineering (ECE) in their sixth semester mandatory course called \"Embedded Systems\". After examining the efficacy of the activities it was observed that the recommended strategy of active learning offers additional possibilities to learn outside of the traditional classroom setting. The performance of the Continuous Internal Evaluation (CIE) serves as the metric for determining the effectiveness of these activities. Keywords— Activity-based teaching, learning approach, Electronics and Communication Engineering, embedded systems","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76546790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A framework proposal to set the ‘Ground Rule Book’ effectively and enhance mutual understanding in the context of engineering education for India","authors":"Aparajita Biswal, Hemalkumar Rajyaguru, Vimal Patel, Vaibhav Gandhi, Sidhharthsinh Jadeja","doi":"10.16920/jeet/2023/v36is2/23033","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36is2/23033","url":null,"abstract":"Previously, we were aware of the fact that a Ground rule book is a set of articulated points which induce the expected behaviour of a student inside the classroom. In the earlier decade of the 21st century, the ground rules were set generally by the faculties instead of involving the students themselves in setting the rules. The survey shows, that the students’ try to adhere to the rules increases as they play a role in creating or designing the framework for it. This study shows an analysis report on qualitative research on setting the ground rule book practice for the last three years in the teaching-learning process. In this paper, the various parameters of ground rules and their outcomes are discussed. The parameters are identified by discussing and interviewing the student leaders of each year and the applicability of the ground rules is also verified by the teaching faculty to prepare the analysis report. Keywords— Effective teaching-learning; ground rules; mutual understanding; student behaviour; teacher expectation","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88217305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of Telematic Tutoring on the Teaching and Learning of Scientific Knowledge","authors":"Patricia Cecilia Orbegoso Ciudad","doi":"10.16920/jeet/2023/v36i3/23099","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i3/23099","url":null,"abstract":"Abstract : Tutoring acquires a special significance as it is designed, at least in theory, to facilitate autonomous learning with the accompaniment of the professor as a specialist in the disciplinary area. The objective of the study was to determine the impact of telematic tutoring on the teaching and learning process of scientific knowledge of engineering students at Alas Peruanas University in the city of Lima during the I lapse of 2020. Quantitative study of quasi-experimental design with pre- and post-test in a sample of 120 male and female students, all engineering students of Alas Peruanas University of Lima, Peru. The results determined a significant impact of telematic tutoring in the inquiry, experimentation and critical judgment skills; furthermore, it could be determined that students significantly increased their average performance after the intervention of the teacher as a telematic tutor in the teaching and learning process of scientific knowledge related to the engineering area. In conclusion, the use of telematic tutoring in the teaching and learning process in the engineering area has been shown to have a direct and significant impact on the scientific knowledge of university students. Keywords : learning; scientific knowledge; teaching; telematics; tutoring.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88848985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}