Pub Date : 2023-04-01DOI: 10.16920/jeet/2023/v36i4/23114
Bhatt V, Narula S, Gupta Db, Sharma S, S. D
Abstract: The purpose of this paper is to present the results of a study on whether or not online teachinglearning is a viable option for ensuring the quality of education in the future. The pandemic situation has brought major challenges to the educational institutions and institutions have to ensure that learning continues uninterrupted through virtual platforms using current technologies and tools. The theoretical framework for the survey is derived from secondary sources such as research papers, newspaper articles, and magazine articles on the topic. ProQuest and EBSCO were used for this. The study combines exploratory and descriptive methods. The paper shows that the future of the online education is not sustainable; it is just a situational arrangement and soon will be replaced by the old, traditional offline pattern, if the situation allows. Keywords— Attitude; Attitude toward Online Education; E-Learning Platform; Higher Education, Education Policy
{"title":"Qualitative Analysis of Psychological Framework of Online Classes during Covid-19 using NVIVO","authors":"Bhatt V, Narula S, Gupta Db, Sharma S, S. D","doi":"10.16920/jeet/2023/v36i4/23114","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i4/23114","url":null,"abstract":"Abstract: The purpose of this paper is to present the results of a study on whether or not online teachinglearning is a viable option for ensuring the quality of education in the future. The pandemic situation has brought major challenges to the educational institutions and institutions have to ensure that learning continues uninterrupted through virtual platforms using current technologies and tools. The theoretical framework for the survey is derived from secondary sources such as research papers, newspaper articles, and magazine articles on the topic. ProQuest and EBSCO were used for this. The study combines exploratory and descriptive methods. The paper shows that the future of the online education is not sustainable; it is just a situational arrangement and soon will be replaced by the old, traditional offline pattern, if the situation allows. Keywords— Attitude; Attitude toward Online Education; E-Learning Platform; Higher Education, Education Policy","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"119 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74573680","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}
Pub Date : 2023-04-01DOI: 10.16920/jeet/2023/v36i4/23126
L. Montero, K. Velarde, A. R. Arrué, A. A. D. Savio
Abstract : This case study explores the use of online learning environments as an alternative tool for the promotion of undergraduate research culture within an engineering program during the COVID-19 pandemic times. This context entailed the transition from face-to-face to online learning environments, which was taken as an opportunity for the diffusion and socialization of outstanding research projects developed by undergraduate students within the classroom, through the launching of an online event and a virtual permanent exhibition. The results of this case study were measured through quantitative indicators related to the number of research projects submitted by the students for participating in this exhibition, the number of courses participating through these projects, and the number of professors involved. Participation of students and professors increased by 85% and 90%, respectively, comparing the online environment to the previous face-to-face one. Consequently, it was concluded that the use of online learning environments supports the promotion of undergraduate research culture, by increasing the interest of students for the socialization of their research results. Keywords: Engineering education; Lifelong learning; Online learning environments; Research competencies; Research culture; COVID-19.
{"title":"Online learning environments for the promotion of undergraduate research in pandemic times: A case study in an engineering program","authors":"L. Montero, K. Velarde, A. R. Arrué, A. A. D. Savio","doi":"10.16920/jeet/2023/v36i4/23126","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i4/23126","url":null,"abstract":"Abstract : This case study explores the use of online learning environments as an alternative tool for the promotion of undergraduate research culture within an engineering program during the COVID-19 pandemic times. This context entailed the transition from face-to-face to online learning environments, which was taken as an opportunity for the diffusion and socialization of outstanding research projects developed by undergraduate students within the classroom, through the launching of an online event and a virtual permanent exhibition. The results of this case study were measured through quantitative indicators related to the number of research projects submitted by the students for participating in this exhibition, the number of courses participating through these projects, and the number of professors involved. Participation of students and professors increased by 85% and 90%, respectively, comparing the online environment to the previous face-to-face one. Consequently, it was concluded that the use of online learning environments supports the promotion of undergraduate research culture, by increasing the interest of students for the socialization of their research results. Keywords: Engineering education; Lifelong learning; Online learning environments; Research competencies; Research culture; COVID-19.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"25 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83919644","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}
Pub Date : 2023-04-01DOI: 10.16920/jeet/2023/v37i1/23143
Sandip D. Patil, Ashwini S. Patil, Anjali R. Patil
Abstract : Educational systems around the world are continually changing and reforming, affecting the educational performance of PG students. The impact of Emotional Intelligence on educational achievement among Post Graduate Management and Engineering students is investigated in this study. This study fills a vacuum in the literature by looking into emotional intelligence's effects on post-graduate students' academic performance. The material for this study was gathered using a questionnaire that elicited details on the individuals' educational outcomes as well as their degree of cognition. This study examines the relationships between educational excellence and emotional intelligence (EI), which has four aspects: self-regulation, self-awareness, self-motivation, and social competence. The study found that the level of emotional intelligence and respondent's academic performance was significantly and positivelyassociated. This study adds to the literature on emotional intelligence by presenting practical management implications for higher education administrators. The study try to prove the strong link between educational performance,self-regulation, self-awareness, self-motivation, social skills and emotional intelligence among post-graduation learners in engineering and management discipline. The study ends with positive results and show how the emotional intelligence will be useful in student's academic performance. Keywords: Emotional Intelligence, academic performance, higher education, self-awareness
{"title":"Effectiveness of Emotional Intelligence among Postgraduate Management and Engineering Students","authors":"Sandip D. Patil, Ashwini S. Patil, Anjali R. Patil","doi":"10.16920/jeet/2023/v37i1/23143","DOIUrl":"https://doi.org/10.16920/jeet/2023/v37i1/23143","url":null,"abstract":"Abstract : Educational systems around the world are continually changing and reforming, affecting the educational performance of PG students. The impact of Emotional Intelligence on educational achievement among Post Graduate Management and Engineering students is investigated in this study. This study fills a vacuum in the literature by looking into emotional intelligence's effects on post-graduate students' academic performance. The material for this study was gathered using a questionnaire that elicited details on the individuals' educational outcomes as well as their degree of cognition. This study examines the relationships between educational excellence and emotional intelligence (EI), which has four aspects: self-regulation, self-awareness, self-motivation, and social competence. The study found that the level of emotional intelligence and respondent's academic performance was significantly and positivelyassociated. This study adds to the literature on emotional intelligence by presenting practical management implications for higher education administrators. The study try to prove the strong link between educational performance,self-regulation, self-awareness, self-motivation, social skills and emotional intelligence among post-graduation learners in engineering and management discipline. The study ends with positive results and show how the emotional intelligence will be useful in student's academic performance. Keywords: Emotional Intelligence, academic performance, higher education, self-awareness","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78226169","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}
Pub Date : 2023-04-01DOI: 10.16920/jeet/2023/v37i1/23141
Yogesh Bhalerao, Dan Davies, Sunil Karad, Mahesh Nagarkar
Abstract— Globalization has interaction on each and every connection of life, people. Higher education is not an exception from these transformations. Effects of globalization on higher educational institutions (HEIs) include student mobility, faculty exchange, research, rankings, academic collaborations, diverse cohorts and international enrolments. Globalization also brought isomorphic pressures on HEIs to become equivalent and comparable. This paper discusses isomorphism which leads to Indian universities becoming more homogenous and thus consequently loosing autonomy and in turn individual identity. Secondly, it discusses the constraints on academic autonomy of new HEIs due to peer pressure isomorphism. with their academic autonomy. This report is based on university affiliated HEIs which opted autonomous status under the new schemes and policies. In this report two case studies, Government College of Engineering, Pune and MIT Academy of Engineering, Pune, are presented. Keywords : Isomorphism; Higher Education Institutes (HEIs); Academic Autonomy.
{"title":"Effects of Globalization and Isomorphism on Higher Education Institutions in India – Pathways of Academic Autonomy","authors":"Yogesh Bhalerao, Dan Davies, Sunil Karad, Mahesh Nagarkar","doi":"10.16920/jeet/2023/v37i1/23141","DOIUrl":"https://doi.org/10.16920/jeet/2023/v37i1/23141","url":null,"abstract":"Abstract— Globalization has interaction on each and every connection of life, people. Higher education is not an exception from these transformations. Effects of globalization on higher educational institutions (HEIs) include student mobility, faculty exchange, research, rankings, academic collaborations, diverse cohorts and international enrolments. Globalization also brought isomorphic pressures on HEIs to become equivalent and comparable. This paper discusses isomorphism which leads to Indian universities becoming more homogenous and thus consequently loosing autonomy and in turn individual identity. Secondly, it discusses the constraints on academic autonomy of new HEIs due to peer pressure isomorphism. with their academic autonomy. This report is based on university affiliated HEIs which opted autonomous status under the new schemes and policies. In this report two case studies, Government College of Engineering, Pune and MIT Academy of Engineering, Pune, are presented. Keywords : Isomorphism; Higher Education Institutes (HEIs); Academic Autonomy.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78346398","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}
Pub Date : 2023-04-01DOI: 10.16920/jeet/2023/v36i4/23110
Ragupathy U S, Suji Prasad S J, Venkatesan B, A. T., Vijay Anand D, Jeevanantham A
Abstract: The Outcome Based Education (OBE) plays a major role in improving the quality of an education system. In OBE knowledge, skills and attitudes of a graduate are the major components. In this paper effective teaching of cognitive domain in the outcome based education is analyzed. The jig saw based cooperative learning method is the one which involves group participation model that encourage peer teaching and learning in an effective way. On practicing the cooperative learning method 91.67% of expected attainment is achieved. This method proves to be the effective one for understanding cognitive domain in the outcome based education. Keywords: Attainment, Blooms' Taxonomy, cooperative learning, jig saw method, Outcome Based Education.
{"title":"Understanding Knowledge Domain in Outcome Based Education Through Cooperative Learning Method","authors":"Ragupathy U S, Suji Prasad S J, Venkatesan B, A. T., Vijay Anand D, Jeevanantham A","doi":"10.16920/jeet/2023/v36i4/23110","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i4/23110","url":null,"abstract":"Abstract: The Outcome Based Education (OBE) plays a major role in improving the quality of an education system. In OBE knowledge, skills and attitudes of a graduate are the major components. In this paper effective teaching of cognitive domain in the outcome based education is analyzed. The jig saw based cooperative learning method is the one which involves group participation model that encourage peer teaching and learning in an effective way. On practicing the cooperative learning method 91.67% of expected attainment is achieved. This method proves to be the effective one for understanding cognitive domain in the outcome based education. Keywords: Attainment, Blooms' Taxonomy, cooperative learning, jig saw method, Outcome Based Education.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85062234","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}
Pub Date : 2023-04-01DOI: 10.16920/jeet/2023/v36i4/23117
V. K. Patil, Kiran D. Patil, Shrikant Gaikwad, Satyajit Yadav
Abstract: Blending digital education with traditional teaching learning requires revamping current pedagogical approaches. Recently India has adopted a New Education Policy 2020 (NEP 2020). NEP 2020 has given the focus on skill-based blended education with multiple entries and exit facilities. The learners will learn the skills in the laboratory. Students with varying skill levels and edges interact and have the opportunity to observe human behaviours as a result of the multiple entry and exit points. On the other hand, these gatherings can be viewed as opportunities to develop appropriate resources for both administrations and users. Hence there is a need to deal with and introduce a novel approach for updating laboratory management, administration and student handling approach. This article proposes a new methodology with the Internet of things and QR code technology. Proposed method has quickly and readily reading capability of a two-dimensional barcode called a Quick response code (QR code) arranged in systematic manner for ease of operation. The Laboratory components such as noticeboard contents,l a b m a n u a l s , s a f e t y i n s t r u c t i o n s , v i d e o demonstrations, attendance can be methodically arranged and utilised in the efficient manner. In this research, we are presenting laboratory management system having a Raspberry Pi-based QR Code Scanner. The system implementation is implemented with OpenCV and the ZBar library to improve students' laboratory course learning experiences in higher education. Keywords: QR code; NEP 2020; raspberry pi; thingspeak cloud; lab management; Internet of Things.
{"title":"QR Code-Based Pedagogy for Laboratory Resource Management in Indian Higher Education Institutes","authors":"V. K. Patil, Kiran D. Patil, Shrikant Gaikwad, Satyajit Yadav","doi":"10.16920/jeet/2023/v36i4/23117","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i4/23117","url":null,"abstract":"Abstract: Blending digital education with traditional teaching learning requires revamping current pedagogical approaches. Recently India has adopted a New Education Policy 2020 (NEP 2020). NEP 2020 has given the focus on skill-based blended education with multiple entries and exit facilities. The learners will learn the skills in the laboratory. Students with varying skill levels and edges interact and have the opportunity to observe human behaviours as a result of the multiple entry and exit points. On the other hand, these gatherings can be viewed as opportunities to develop appropriate resources for both administrations and users. Hence there is a need to deal with and introduce a novel approach for updating laboratory management, administration and student handling approach. This article proposes a new methodology with the Internet of things and QR code technology. Proposed method has quickly and readily reading capability of a two-dimensional barcode called a Quick response code (QR code) arranged in systematic manner for ease of operation. The Laboratory components such as noticeboard contents,l a b m a n u a l s , s a f e t y i n s t r u c t i o n s , v i d e o demonstrations, attendance can be methodically arranged and utilised in the efficient manner. In this research, we are presenting laboratory management system having a Raspberry Pi-based QR Code Scanner. The system implementation is implemented with OpenCV and the ZBar library to improve students' laboratory course learning experiences in higher education. Keywords: QR code; NEP 2020; raspberry pi; thingspeak cloud; lab management; Internet of Things.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79931212","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}
Pub Date : 2023-04-01DOI: 10.16920/jeet/2023/v37i1/23129
Jiyoon Yoon, Kate Hyun, Farah Naz, Troyee Saha
Abstract : This study was designed to offer an online professional development opportunity, "Summer Multicultural and Interdisciplinary Learning for Engineering (SMILE) in Transportation," for future elementary STEM teachers and measure its effects on their teaching. As the student population grows more diverse, schools face more significant challenges in delivering practical instructions on "transportation" to the diverse student population, including minority students who speak English as a second language. SMILE in Transportation provided future science teachers with an opportunity to interact with cultural professionals in Transportation who were experts in Transportation, had their cultural backgrounds, and presented transportation systems through their cultures. The cultural professionals in Transportation involved inter-disciplinarily professionals not only on the college campus but also from the communities. SMILE in Transportation was a novel approach to increase the knowledge of future science teachers in Transportation and to develop a unique teaching methodology that incorporates the backgrounds of culturally and linguistically diverse students into teaching engineering of Transportation. The datacollected from the pre-and the post-surveys of the participants' science affinities & cultural competency (teaching efficacy, cultural competency, personal interest, & cultural IQ), science knowledge tests, and the qualitative survey at the end of the project were used to improve future teachers' understanding of Transportation and other cultures and their skills in developing culturally- responsive instructions to teach Transportation, as well as to update SMILE workshop for future sessions. Keywords: interdisciplinary; minority students; multicultural; Transportation; professional development.
摘要:本研究旨在为未来的小学STEM教师提供一个在线专业发展机会，即“夏季多文化和跨学科的交通工程学习(SMILE)”，并衡量其对教学的影响。随着学生群体变得越来越多样化，学校在为不同的学生群体提供“交通”方面面临着更大的挑战，包括以英语为第二语言的少数民族学生。SMILE in Transportation为未来的科学教师提供了一个与交通领域的文化专家互动的机会，这些专家都是交通领域的专家，有他们的文化背景，并通过他们的文化介绍交通系统。交通专业的文化专业人员不仅涉及大学校园，而且涉及社区的跨学科专业人员。SMILE in Transportation是一种新颖的方法，旨在增加未来交通科学教师的知识，并开发一种独特的教学方法，将不同文化和语言背景的学生纳入交通工程的教学中。本研究通过对参与者的科学亲和力和文化能力(教学效能、文化能力、个人兴趣和文化智商)的调查、科学知识测试和项目结束时的定性调查收集数据，以提高未来教师对交通运输和其他文化的理解，并提高他们制定文化响应性教学指南的技能。并为未来的会议更新SMILE研讨会。关键词:交叉学科;少数民族学生;多元文化;交通运输;职业发展。
{"title":"Summer Multicultural and Interdisciplinary Learning for Engineering (SMILE) in Transportation: Online Professional Development for Future Science Teachers of Culturally and Linguistically Diverse Students","authors":"Jiyoon Yoon, Kate Hyun, Farah Naz, Troyee Saha","doi":"10.16920/jeet/2023/v37i1/23129","DOIUrl":"https://doi.org/10.16920/jeet/2023/v37i1/23129","url":null,"abstract":"Abstract : This study was designed to offer an online professional development opportunity, \"Summer Multicultural and Interdisciplinary Learning for Engineering (SMILE) in Transportation,\" for future elementary STEM teachers and measure its effects on their teaching. As the student population grows more diverse, schools face more significant challenges in delivering practical instructions on \"transportation\" to the diverse student population, including minority students who speak English as a second language. SMILE in Transportation provided future science teachers with an opportunity to interact with cultural professionals in Transportation who were experts in Transportation, had their cultural backgrounds, and presented transportation systems through their cultures. The cultural professionals in Transportation involved inter-disciplinarily professionals not only on the college campus but also from the communities. SMILE in Transportation was a novel approach to increase the knowledge of future science teachers in Transportation and to develop a unique teaching methodology that incorporates the backgrounds of culturally and linguistically diverse students into teaching engineering of Transportation. The datacollected from the pre-and the post-surveys of the participants' science affinities & cultural competency (teaching efficacy, cultural competency, personal interest, & cultural IQ), science knowledge tests, and the qualitative survey at the end of the project were used to improve future teachers' understanding of Transportation and other cultures and their skills in developing culturally- responsive instructions to teach Transportation, as well as to update SMILE workshop for future sessions. Keywords: interdisciplinary; minority students; multicultural; Transportation; professional development.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"195 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75897288","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}
Pub Date : 2023-04-01DOI: 10.16920/jeet/2023/v36i4/23125
Manikandakumar M, Sridevi S
Abstract: Collaborative learning using Active Learning Strategies (ALS) and Information Communication Technology (ICT) tools in programming subjects facilitate the studentsinstructors into effective ways to make everyone engaged in Teaching Learning Process. In such learning, learners required to respond one another’s ideas. Teachers are the key players in collaborative learning process by launching the learning environment, accommodating student requirements and ensuring the classroom activities. In this study, benefits of ALS and ICT tool usages have been analyzed for the Object-Oriented Programming course offered to engineering undergraduates. The impacts are analyzed in terms of teaching methodology, practicing lab, pass percentage, course outcome attainment, internal and terminal test performances and course exit survey. The outcomes indicate that, ALS and ICT approach yields positive result in performance. Keywords: Collaborative Learning, Active Learning Strategies, Information and Communication Technology, Online Learning, Object Oriented Programming, Course Outcome, Pedagogy.
{"title":"From Observation to Active Learning: A Collaborative Learning Approach for Object Oriented Programming Course","authors":"Manikandakumar M, Sridevi S","doi":"10.16920/jeet/2023/v36i4/23125","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i4/23125","url":null,"abstract":"Abstract: Collaborative learning using Active Learning Strategies (ALS) and Information Communication Technology (ICT) tools in programming subjects facilitate the studentsinstructors into effective ways to make everyone engaged in Teaching Learning Process. In such learning, learners required to respond one another’s ideas. Teachers are the key players in collaborative learning process by launching the learning environment, accommodating student requirements and ensuring the classroom activities. In this study, benefits of ALS and ICT tool usages have been analyzed for the Object-Oriented Programming course offered to engineering undergraduates. The impacts are analyzed in terms of teaching methodology, practicing lab, pass percentage, course outcome attainment, internal and terminal test performances and course exit survey. The outcomes indicate that, ALS and ICT approach yields positive result in performance. Keywords: Collaborative Learning, Active Learning Strategies, Information and Communication Technology, Online Learning, Object Oriented Programming, Course Outcome, Pedagogy.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87611330","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}
Pub Date : 2023-04-01DOI: 10.16920/jeet/2023/v37i1/23134
G.Satheesh Raju, N.Suman Kumar, L. Sampath
Abstract : Entrepreneurship education is a challenge for the educators in delivering the outputs. The aim of this entrepreneurship course is to inculcate entrepreneurial mindset and encourage the students to pursue entrepreneurship as career. This paper discusses the practice adopted by the educators while teaching entrepreneurship to engineering students in the university. It is an evaluation and interpretation of the pedagogy used as well as the activity which is designed for the course. The implementation of the activity along with continuous evaluation followed and the output has been presented through this paper. While preparing the activity various practices adopted by universities were considered and activity named “practical venture” has been designed. This activity makes the students to run their own venture in the campus with all the support provided by the university. The intention of this activity is not to measure the success of the venture but to make the students undergo into the realistic environment which entrepreneur's go through. The students' teams are made to work on customer interviews, solutionoffered, developing market viable product (MVP), test marketing, financial planning and go to market strategy. A rubric has been constructed to assess the students learning from this course. The results of this paper can be used by the entrepreneurship educators in designing the entrepreneurial curriculum. Keywords : Entrepreneurship, Teaching, Innovation, universities, entrepreneurship education
{"title":"Influence of Practicum Venture Process on Engineering Students: Experience and Learning Outcomes of Entrepreneurship Course","authors":"G.Satheesh Raju, N.Suman Kumar, L. Sampath","doi":"10.16920/jeet/2023/v37i1/23134","DOIUrl":"https://doi.org/10.16920/jeet/2023/v37i1/23134","url":null,"abstract":"Abstract : Entrepreneurship education is a challenge for the educators in delivering the outputs. The aim of this entrepreneurship course is to inculcate entrepreneurial mindset and encourage the students to pursue entrepreneurship as career. This paper discusses the practice adopted by the educators while teaching entrepreneurship to engineering students in the university. It is an evaluation and interpretation of the pedagogy used as well as the activity which is designed for the course. The implementation of the activity along with continuous evaluation followed and the output has been presented through this paper. While preparing the activity various practices adopted by universities were considered and activity named “practical venture” has been designed. This activity makes the students to run their own venture in the campus with all the support provided by the university. The intention of this activity is not to measure the success of the venture but to make the students undergo into the realistic environment which entrepreneur's go through. The students' teams are made to work on customer interviews, solutionoffered, developing market viable product (MVP), test marketing, financial planning and go to market strategy. A rubric has been constructed to assess the students learning from this course. The results of this paper can be used by the entrepreneurship educators in designing the entrepreneurial curriculum. Keywords : Entrepreneurship, Teaching, Innovation, universities, entrepreneurship education","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90631933","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}
Pub Date : 2023-04-01DOI: 10.16920/jeet/2023/v37i1/23133
M. K. K. Devi, M. S. Thendral
Abstract : Data structures and Algorithms (DSA) is a mandatory course for all discipline students to get placement in IT companies and to participate in competitive examinations including GATE and TANCET for their higher studies in a computer science discipline. DSA course focuses on how to organize, manage and store data in an efficient manner, which facilitates to access data easily and at a faster rate. Different types of data structures, its functionality and its applicability are discussed in this course. At the end of the course, students will have the capability to identify the suitable data structure for a problem. Due to its importance and complexity, pressure will be created on faculty members, who are handling this course. From the perspective of the student, some students understand the concept but lack knowledge of how to apply it. The majority of students struggle to comprehend the data structure and are perplexed by it. Recent work focuses on how faculty members play a major role in active learning like developing models to explain the concept, conducting activities like role play, think-pair share, flipped classrooms and so on. In this work, a study was conducted in the course DSA which focused on reflective practice led by David Kolb's experiential learning theory. An experiment was conducted during Academic Year 2021-22 (Odd) in the course 18CS340 – Data Structures and Algorithms for a set of 54 students. It is inferred that the student gained a higher or deeper knowledge level in this course and is confident to identify appropriate data structures for real world problems. By engaging in reflective practice, faculty members can think around and reflect on their experiences, learn from them, make changes, and enhance their learning and instructional skills. Keywords : Activity-based learning, Data Structures and Algorithms, Kolb's experiential learning, Reflective practice, Self-Learning.
摘要:数据结构与算法(Data structures and Algorithms, DSA)是所有计算机专业学生进入IT公司工作和参加GATE、TANCET等竞争性考试的必修课程。DSA课程的重点是如何以有效的方式组织、管理和存储数据，从而方便、快速地访问数据。本课程将讨论不同类型的数据结构、其功能和适用性。在课程结束时，学生将有能力为问题识别合适的数据结构。由于这门课程的重要性和复杂性，会给教授这门课程的教师带来压力。从学生的角度来看，一些学生理解这个概念，但缺乏如何应用它的知识。大多数学生很难理解数据结构，并被它所困扰。最近的工作集中在教师如何在主动学习中发挥主要作用，比如开发模型来解释概念，开展角色扮演、思维结对分享、翻转课堂等活动。在这项工作中，在DSA课程中进行了一项研究，该课程以David Kolb的体验学习理论为主导，侧重于反思性实践。在2021-22学年(Odd) 18CS340 -数据结构与算法课程中，对54名学生进行了实验。可以推断，学生在本课程中获得了更高或更深的知识水平，并且有信心为现实世界的问题识别合适的数据结构。通过参与反思性实践，教师可以思考和反思他们的经验，从中学习，做出改变，提高他们的学习和教学技能。关键词:活动学习，数据结构与算法，Kolb体验式学习，反思性实践，自主学习
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