S. Subramanian, Bharathi Dorairaju, Mayur Pallavarapu
Education apart from the basic needs of food, clothing and shelter, is another key factor to empower an individual. It acts as an enabler to elevate a person socially and from within. Education system has been evolving since human existence and various approaches are being used to teach. Focusing on professional courses, the quality of education is questioned and stands as a concern along with the unemployment issues. In India, there is a huge potential for technology growth. However, as per the National employability report, only 3.84% of engineers qualify for a startup technology role. Further, 2016 employability rate has been 17.91%, 3.67% and 40.57% for IT Services, IT Products and Business Process Outsourcing respectively. Apart from this, there are many forums in which the quality of education is being questioned, since education is linked with the job or business opportunity. One of the essentials in the professional courses is the curriculum design. It is very important to start with the curriculum that can enhance the knowledge of students and also make a prospective career. With these in mind, the improvement options have to be deeply thought and charted out. In this regard, a survey has been taken up with engineering professionals to get their feedback on how they view the education system. This paper focuses on the feedback from working engineering professionals, compares the existing and other curriculum options and provides a proposal for a value based curriculum design.
{"title":"Value Based Curriculum Design for Engineering Studies","authors":"S. Subramanian, Bharathi Dorairaju, Mayur Pallavarapu","doi":"10.1109/MITE.2017.00005","DOIUrl":"https://doi.org/10.1109/MITE.2017.00005","url":null,"abstract":"Education apart from the basic needs of food, clothing and shelter, is another key factor to empower an individual. It acts as an enabler to elevate a person socially and from within. Education system has been evolving since human existence and various approaches are being used to teach. Focusing on professional courses, the quality of education is questioned and stands as a concern along with the unemployment issues. In India, there is a huge potential for technology growth. However, as per the National employability report, only 3.84% of engineers qualify for a startup technology role. Further, 2016 employability rate has been 17.91%, 3.67% and 40.57% for IT Services, IT Products and Business Process Outsourcing respectively. Apart from this, there are many forums in which the quality of education is being questioned, since education is linked with the job or business opportunity. One of the essentials in the professional courses is the curriculum design. It is very important to start with the curriculum that can enhance the knowledge of students and also make a prospective career. With these in mind, the improvement options have to be deeply thought and charted out. In this regard, a survey has been taken up with engineering professionals to get their feedback on how they view the education system. This paper focuses on the feedback from working engineering professionals, compares the existing and other curriculum options and provides a proposal for a value based curriculum design.","PeriodicalId":103416,"journal":{"name":"2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115165856","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}
The trend of getting autonomy status to Engineering College is moving fast forward under Technical Education Quality Improvement Program (TEQIP), a scheme of Government of India or otherwise as a symbol of pride but has forgotten the most important educational philosophy called Outcome Based Education (OBE). The OBE philosophy is supposed to ensure that, all students emerge as ‘successful’ by promoting learning successfully. OBE gives an opportunity for students to truly catch up and erase the records of earlier mistakes. However, the true spirit of OBE is not seen in Educational Institute who are accredited under OBE philosophy of National Board of Accreditation (NBA)[6]. Author of this paper presents a policy based concept so that all autonomous Institutions may follow to claim OBE tag for their Educational philosophy.
在印度政府的技术教育质量改进计划(TEQIP)下，工程学院获得自治地位的趋势正在迅速发展，这是一项自豪的象征，但却忘记了最重要的教育理念，即基于结果的教育(OBE)。OBE的理念是通过促进学习的成功，确保所有学生都成为“成功的”。OBE为学生提供了一个机会，让他们真正赶上并抹去以前的错误记录。然而，在美国国家认证委员会(National Board of Accreditation, NBA)认可的教育机构中，并没有看到真正的OBE精神[6]。本文作者提出了一个基于政策的概念，以便所有自治机构都可以遵循其教育理念的OBE标签。
{"title":"Policy-Level Reforms for Outcome Based Engineering Education in India","authors":"U. Kulkarni, S. B. Kulkarni, K. Shindhe, A. Joshi","doi":"10.1109/MITE.2017.00007","DOIUrl":"https://doi.org/10.1109/MITE.2017.00007","url":null,"abstract":"The trend of getting autonomy status to Engineering College is moving fast forward under Technical Education Quality Improvement Program (TEQIP), a scheme of Government of India or otherwise as a symbol of pride but has forgotten the most important educational philosophy called Outcome Based Education (OBE). The OBE philosophy is supposed to ensure that, all students emerge as ‘successful’ by promoting learning successfully. OBE gives an opportunity for students to truly catch up and erase the records of earlier mistakes. However, the true spirit of OBE is not seen in Educational Institute who are accredited under OBE philosophy of National Board of Accreditation (NBA)[6]. Author of this paper presents a policy based concept so that all autonomous Institutions may follow to claim OBE tag for their Educational philosophy.","PeriodicalId":103416,"journal":{"name":"2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126413298","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}
In this paper, we will be discussing about active learning techniques which will enhance students' abilities and makes them to overcome the fear of studies and lack of interest. In the present day, most of the students are discontinuing their studies due to many reasons like lack of interest, lack of proper prioritization of their interest, lack of good grade and many more. There might be many reasons for students for not getting engaged into academics but the main reason which makes them uninterested is lack of proper learning or teaching activity. So, active learning is just like a root of the tree which will make students to prioritize their interests in their learning age and make them to put their efforts to reach their goal. This paper also gives a clear idea about how to structure their mind sets and follow the path which helps them to reach their goal and also helps them to prioritize their interests and helps them to adopt according to current market needs.
{"title":"Active Learning Techniques and Impacts","authors":"Dharmini Kanteti, Srikar D V S, Ramesh T K","doi":"10.1109/MITE.2017.00029","DOIUrl":"https://doi.org/10.1109/MITE.2017.00029","url":null,"abstract":"In this paper, we will be discussing about active learning techniques which will enhance students' abilities and makes them to overcome the fear of studies and lack of interest. In the present day, most of the students are discontinuing their studies due to many reasons like lack of interest, lack of proper prioritization of their interest, lack of good grade and many more. There might be many reasons for students for not getting engaged into academics but the main reason which makes them uninterested is lack of proper learning or teaching activity. So, active learning is just like a root of the tree which will make students to prioritize their interests in their learning age and make them to put their efforts to reach their goal. This paper also gives a clear idea about how to structure their mind sets and follow the path which helps them to reach their goal and also helps them to prioritize their interests and helps them to adopt according to current market needs.","PeriodicalId":103416,"journal":{"name":"2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123632437","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}
This paper presents a detailed review and discussion about an enhanced e-learning platform named Quality Enhancement in Engineering Education (QEEE) as implemented for under-graduate programs in the autonomous institution of BMS College of Engineering, Bangalore. The initiative includes live classrooms, bridge courses and virtual labs. Over the period of seven semesters, the program has evolved making an impact on the teaching learning process of various engineering streams. Certificates and appreciation offered to the stakeholders based on their contribution have led to improved engagement levels. Feedback collected from the participating students and faculties through a survey have proved that the program provides an effective and efficient learning experience.
{"title":"Enhanced e-Learning with Quality Enhancement in Engineering Education (QEEE) Program","authors":"Shambhavi B R, K. Babu, A. Vijaykumar","doi":"10.1109/MITE.2017.00018","DOIUrl":"https://doi.org/10.1109/MITE.2017.00018","url":null,"abstract":"This paper presents a detailed review and discussion about an enhanced e-learning platform named Quality Enhancement in Engineering Education (QEEE) as implemented for under-graduate programs in the autonomous institution of BMS College of Engineering, Bangalore. The initiative includes live classrooms, bridge courses and virtual labs. Over the period of seven semesters, the program has evolved making an impact on the teaching learning process of various engineering streams. Certificates and appreciation offered to the stakeholders based on their contribution have led to improved engagement levels. Feedback collected from the participating students and faculties through a survey have proved that the program provides an effective and efficient learning experience.","PeriodicalId":103416,"journal":{"name":"2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134139310","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}
Santosh Desai, Preethi K. Mane, Veena N. Hegde, M. N
Assessment of Learning Outcomes are important for successful implementation of Outcome Based Education (OBE). The learning outcomes on a long run are reflected in Program Educational Objectives (PEOs), by the graduates of a program, spread in different knowledge spheres. This paper represents a case study implementation for PEO evaluation. An approach for evaluating PEO as an indirect means is being proposed in this case study. The method emphasizes on evaluation and attainment of PEOs. This is accomplished through alumni and employer surveys. These surveys are carried out more systematically by an online process to collect feedback from various stakeholders once in a year. The model proposed here is for obtaining the response for survey questionnaire at the institutional level through alumni association in coordination with placement cell, Industry Institution Interaction cell (IIIC). Further the survey includes inputs from professional bodies as well. Based on the quantitative and qualitative information obtained from the survey analysis and other groups, the PEO attainment is assessed with respect to different attributes. The attainment can be useful for continuous improvement in program.
{"title":"An Approach for Evaluating Program Educational Objectives Using Indirect Method","authors":"Santosh Desai, Preethi K. Mane, Veena N. Hegde, M. N","doi":"10.1109/MITE.2017.00031","DOIUrl":"https://doi.org/10.1109/MITE.2017.00031","url":null,"abstract":"Assessment of Learning Outcomes are important for successful implementation of Outcome Based Education (OBE). The learning outcomes on a long run are reflected in Program Educational Objectives (PEOs), by the graduates of a program, spread in different knowledge spheres. This paper represents a case study implementation for PEO evaluation. An approach for evaluating PEO as an indirect means is being proposed in this case study. The method emphasizes on evaluation and attainment of PEOs. This is accomplished through alumni and employer surveys. These surveys are carried out more systematically by an online process to collect feedback from various stakeholders once in a year. The model proposed here is for obtaining the response for survey questionnaire at the institutional level through alumni association in coordination with placement cell, Industry Institution Interaction cell (IIIC). Further the survey includes inputs from professional bodies as well. Based on the quantitative and qualitative information obtained from the survey analysis and other groups, the PEO attainment is assessed with respect to different attributes. The attainment can be useful for continuous improvement in program.","PeriodicalId":103416,"journal":{"name":"2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"72 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114008999","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}
Mithun Haridas, Nirmala Vasudevan, Akshay Iyer, R. Menon, Prema Nedungadi
Dyslexia is a learning disability that affects accurate and fluent word reading and spelling. Despite its prevalence, many primary school teachers and educators in India are unaware of dyslexia. Consequently, many students struggle through school without appropriate support. To facilitate identification of dyslexic students, we designed a screening test and administered it to 135 primary school children studying in Government and private schools in Haripad, a small town in Kerala State, India. The tasks included letter recognition, word recognition, recognition of rhyming words, spelling tests, and handwriting tasks in English and Malayalam (the local language), and assessed phonological awareness, visual processing, rapid naming, and motor skills. The students' answers were analyzed, mistakes were categorized, and possible causes for the mistakes were examined. This paper details the design of the screening test, its administration, the results, and conclusions drawn from the results.
{"title":"Analyzing the Responses of Primary School Children in Dyslexia Screening Tests","authors":"Mithun Haridas, Nirmala Vasudevan, Akshay Iyer, R. Menon, Prema Nedungadi","doi":"10.1109/MITE.2017.00022","DOIUrl":"https://doi.org/10.1109/MITE.2017.00022","url":null,"abstract":"Dyslexia is a learning disability that affects accurate and fluent word reading and spelling. Despite its prevalence, many primary school teachers and educators in India are unaware of dyslexia. Consequently, many students struggle through school without appropriate support. To facilitate identification of dyslexic students, we designed a screening test and administered it to 135 primary school children studying in Government and private schools in Haripad, a small town in Kerala State, India. The tasks included letter recognition, word recognition, recognition of rhyming words, spelling tests, and handwriting tasks in English and Malayalam (the local language), and assessed phonological awareness, visual processing, rapid naming, and motor skills. The students' answers were analyzed, mistakes were categorized, and possible causes for the mistakes were examined. This paper details the design of the screening test, its administration, the results, and conclusions drawn from the results.","PeriodicalId":103416,"journal":{"name":"2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115527610","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}
Self-study is realized as a tool for lifelong learning. In order to improve the professional skills of budding engineer, self-study is a component of teaching learning process which helps teacher to monitors the materialization of student activity. The skills that can largely be developed by self-study are communication, critical thinking and practicing modern tools. Activities assigned to the students are (1) Assigning literature to read and apply in their laboratory experimental understanding, (2) read, comprehend and understand the advances in the corresponding field, (3) to demonstrate the concepts taught in class by an experiment (4) get trained and use modern tools for problem solving. The attainments of specific outcomes defined by NBA are designed in such way that it brings desirable change in the student way of learning. Self-study aids the process by measuring various technical and non-technical learning outcomes of student learning. It provides opportunities for students to learn or refine their knowledge of technical concepts traditionally taught in a classroom as well as concepts that are difficult to teach in a classroom setting. Further, it reveals the combination of both teacher-centered and student-centered teaching methods which involves student’s activity, gaining and sharing knowledge among the peers. This paper discusses the design, development, implementation of self-study module in the core course of heat transfer in one of the engineering curriculum of BMSCE. It encompasses in-detail discussion on framing of course outcomes, evaluation of different self-study component with rubrics, mapping of CO to PO, improved program outcomes attainment obtained for two consecutive student batches compared with traditional course. The method utilizes data obtained from student marks in internal tests as a means of continuous internal evaluation. This paper discuss the mode of evaluation of selfstudy component, and reasons for the enhanced attainment of CO, PO and hence PSO. The practice of self-study will pave a framework for encompassing cognitive and psychomotor learning outcomes of engineering curriculum.
{"title":"Practice of Self-Study for Outcome Based Education: A Case Study","authors":"Keerthiga Gopalram, Samita Maitra","doi":"10.1109/MITE.2017.00006","DOIUrl":"https://doi.org/10.1109/MITE.2017.00006","url":null,"abstract":"Self-study is realized as a tool for lifelong learning. In order to improve the professional skills of budding engineer, self-study is a component of teaching learning process which helps teacher to monitors the materialization of student activity. The skills that can largely be developed by self-study are communication, critical thinking and practicing modern tools. Activities assigned to the students are (1) Assigning literature to read and apply in their laboratory experimental understanding, (2) read, comprehend and understand the advances in the corresponding field, (3) to demonstrate the concepts taught in class by an experiment (4) get trained and use modern tools for problem solving. The attainments of specific outcomes defined by NBA are designed in such way that it brings desirable change in the student way of learning. Self-study aids the process by measuring various technical and non-technical learning outcomes of student learning. It provides opportunities for students to learn or refine their knowledge of technical concepts traditionally taught in a classroom as well as concepts that are difficult to teach in a classroom setting. Further, it reveals the combination of both teacher-centered and student-centered teaching methods which involves student’s activity, gaining and sharing knowledge among the peers. This paper discusses the design, development, implementation of self-study module in the core course of heat transfer in one of the engineering curriculum of BMSCE. It encompasses in-detail discussion on framing of course outcomes, evaluation of different self-study component with rubrics, mapping of CO to PO, improved program outcomes attainment obtained for two consecutive student batches compared with traditional course. The method utilizes data obtained from student marks in internal tests as a means of continuous internal evaluation. This paper discuss the mode of evaluation of selfstudy component, and reasons for the enhanced attainment of CO, PO and hence PSO. The practice of self-study will pave a framework for encompassing cognitive and psychomotor learning outcomes of engineering curriculum.","PeriodicalId":103416,"journal":{"name":"2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"211 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124742105","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}
The Indian higher education system in the post-independent times continued the colonial practice and so got isolated itself in the world higher education ranking system and not having indigenous ranking system meant we are practically working in the closed compartments. Except for a few research and management institutions, by and large the Higher Education Institutions (HEIs) did not appear in the global rankings, this non- appearance is a reflection of a policy neglect on higher education system in the country, leading to only a few institutions finding their places in the world rankings conducted by different bodies. The policy response to address this problem was that India having National Institutional Ranking Framework (NIRF) to rank HEIs. The two year old NIRF has to be made robust enough for it to become relevance in improving the quality of education system. To this end research paper systematically engages in content and discourse analysis of NIRFs methodology, to identify its gaps and make a policy recommendation for developing it into a robust framework.
{"title":"A Ranking Framework for Higher Education Institutions in India: A Policy Analysis","authors":"Anil Kumar M, Manasa Nagabhushanam","doi":"10.1109/MITE.2017.00010","DOIUrl":"https://doi.org/10.1109/MITE.2017.00010","url":null,"abstract":"The Indian higher education system in the post-independent times continued the colonial practice and so got isolated itself in the world higher education ranking system and not having indigenous ranking system meant we are practically working in the closed compartments. Except for a few research and management institutions, by and large the Higher Education Institutions (HEIs) did not appear in the global rankings, this non- appearance is a reflection of a policy neglect on higher education system in the country, leading to only a few institutions finding their places in the world rankings conducted by different bodies. The policy response to address this problem was that India having National Institutional Ranking Framework (NIRF) to rank HEIs. The two year old NIRF has to be made robust enough for it to become relevance in improving the quality of education system. To this end research paper systematically engages in content and discourse analysis of NIRFs methodology, to identify its gaps and make a policy recommendation for developing it into a robust framework.","PeriodicalId":103416,"journal":{"name":"2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116139400","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}
Asish Mohan, G. Gutjahr, Nisanth M. Pillai, Lynnea Erickson, R. Menon, Prema Nedungadi
The Indian state of Kerala has a high literacy rate and human development index compared to other states in India. But this has not extended to the tribal population of the state. Female tribal populations are particularly disadvantaged for a variety of reasons including vulnerability to exploitation and abuse. This study investigates factors contributing to the high dropout rate and evaluates the success of a computer literacy intervention with tribal girls who had previously dropped out of the education system. A sample of 31 students in two centers was administered a survey to identify why the girls had dropped out of the school system. The analysis showed three clusters of learners. The students received computer literacy training after which they took an externally certified examination in basic Digital Literacy and computer concepts. Policy recommendations to decrease the dropout rate, ensure safety, and encourage further education for tribal girls are presented.
{"title":"Analysis of School Dropouts and Impact of Digital Literacy in Girls of the Muthuvan Tribes","authors":"Asish Mohan, G. Gutjahr, Nisanth M. Pillai, Lynnea Erickson, R. Menon, Prema Nedungadi","doi":"10.1109/MITE.2017.00019","DOIUrl":"https://doi.org/10.1109/MITE.2017.00019","url":null,"abstract":"The Indian state of Kerala has a high literacy rate and human development index compared to other states in India. But this has not extended to the tribal population of the state. Female tribal populations are particularly disadvantaged for a variety of reasons including vulnerability to exploitation and abuse. This study investigates factors contributing to the high dropout rate and evaluates the success of a computer literacy intervention with tribal girls who had previously dropped out of the education system. A sample of 31 students in two centers was administered a survey to identify why the girls had dropped out of the school system. The analysis showed three clusters of learners. The students received computer literacy training after which they took an externally certified examination in basic Digital Literacy and computer concepts. Policy recommendations to decrease the dropout rate, ensure safety, and encourage further education for tribal girls are presented.","PeriodicalId":103416,"journal":{"name":"2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126671226","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}
Online Labs (OLabs) is an innovative learning tool focused on virtual laboratory experiments for secondary school education. The purpose of this present study is to examine student perceptions regarding learning when using simple lowcost activities (Activity Based Learning (ABL)) that teach the same concepts as the corresponding science OLabs experiment. Our sample consisted of 131 students (male=66, female=65) studying in the 8th grade. All students had the same level of exposure to science courses at the school. A five-point Likert scale questionnaire was administered to understand students' interest, ease of use and attitude towards OLabs-based ABL. The investigation revealed that a sizable majority of the students, were excited about using OLabs based ABL methodology, in their current curriculum as well as in the future. The gender based analysis showed that female candidates were more interested in using ABL methodology. Our findings contribute to the design of a new pedagogy model for incorporating low-cost science activities with virtual labs to reach students in schools that do not have access to science labs.
{"title":"Benefits of Activity Based Learning Pedagogy with Online Labs (OLabs)","authors":"Prema Nedungadi, Malini Prabhakaran, R. Raman","doi":"10.1109/MITE.2017.00015","DOIUrl":"https://doi.org/10.1109/MITE.2017.00015","url":null,"abstract":"Online Labs (OLabs) is an innovative learning tool focused on virtual laboratory experiments for secondary school education. The purpose of this present study is to examine student perceptions regarding learning when using simple lowcost activities (Activity Based Learning (ABL)) that teach the same concepts as the corresponding science OLabs experiment. Our sample consisted of 131 students (male=66, female=65) studying in the 8th grade. All students had the same level of exposure to science courses at the school. A five-point Likert scale questionnaire was administered to understand students' interest, ease of use and attitude towards OLabs-based ABL. The investigation revealed that a sizable majority of the students, were excited about using OLabs based ABL methodology, in their current curriculum as well as in the future. The gender based analysis showed that female candidates were more interested in using ABL methodology. Our findings contribute to the design of a new pedagogy model for incorporating low-cost science activities with virtual labs to reach students in schools that do not have access to science labs.","PeriodicalId":103416,"journal":{"name":"2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128245441","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}
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