scholarly journals Transformation of engineering education through student-centric learning

2021 ◽  
Vol 13 (1) ◽  
pp. 32-41
Author(s):  
Jagadeesh Basavaiah ◽  
Audre Arlene Anthony ◽  
Chandrashekar Mohan Patil
Keyword(s):  
Engineering Education ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Online Survey ◽  
Technological Advancement ◽  
Knowledge Based ◽  
Outcome Based Education ◽  
Development Levels ◽  
Teaching Learning

Modernisation in higher education is one of the major objectives to meet the universal challenges and provide higher knowledge-based and sustainable development levels. It is decisive to encourage the quality of teaching and innovative pedagogy. Technological advancement has led to the development of many efficient methods for innovative pedagogies in the field of education. Engineering education is built on a new-fangled standard in which engineering is to be practiced with technical expertise as well as social responsibility. The teaching fraternity has incorporated a lot of teaching strategies for changing teacher-centric education to learner-centric education. This paper aims to present the aspects of the teaching–learning process, teaching pedagogy and curricular approaches of engineering pedagogy and study the teaching strategies followed by engineering teachers. To study the different teaching strategies followed by teachers in engineering education, an online survey on teaching strategies was conducted for the engineering teaching fraternity all over India. The survey depicts that there is a change in the teaching and learning process from teacher-centric education to learner-centric education. Almost 80%–90% of the teachers follow student-centric teaching by using different tools and strategies, which in turn results in outcome-based education.                         Keywords: Engineering education, learning, learner-centric, outcome-based education, pedagogy, teaching, teaching strategies.

scholarly journals Mobile in learning: Enhancement of information and communication technologies

2018 ◽  
Vol 7 (2.6) ◽  
pp. 98 ◽  
Author(s):  
Jossy P George ◽  
Vinay M
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Technological Advancement ◽  
Central System ◽  
Higher Education System ◽  
Digital Book ◽  
Teaching Learning ◽  
The University

The technological advancement in the world has changed the people’s life. The people view point towards the usage of technologies in different fields like business, tourism, communication, education etc. has changed. Mobile learning can give flexible learning environment for the user. It can also increase the participant number in the online teaching learning process. This paper discusses about the effectiveness of the current technologies used in higher education system. It profiles the advantages of using mobile in accessing the university central system for teaching and learning. It also discusses about mobile digital book with augmentation, which can be used to improve the teaching and learning process of the different departments in the university

Activity Based Learning: Overcoming Problems in Implementing OBE in Engineering Education During Transition Phase

2015 ◽  
Author(s):  
Sujata Wadhwa ◽  
Audrey Barlow ◽  
Siddharth Jadeja
Keyword(s):  
Engineering Education ◽  
Learning Process ◽  
Engineering Students ◽  
University Teaching ◽  
Cognitive Domain ◽  
Special Focus ◽  
National Board ◽  
Outcome Based Education ◽  
Grass Root Level ◽  
Teaching Learning

National Board of Accreditation, India has become the signatories of the Washington Accord adopting outcome based education guidelines in order to impart the quality education in engineering institutes [14]. Outcome Based education (OBE) requires thorough assessment and evaluation of the students individually, with special focus on the overall development of the students. OBE is based more on student centric learning and less on the role of a faculty or the content part (taught) which requires modifications at grass root level in the University teaching learning scheme. It demands a transition of a lecturer into a facilitator. It also requires a paradigm shift in teaching learning process in engineering education (EE) system as OBE focuses more on development of all the three learning domains, contradictory to the traditional teaching learning process which focuses more on development of the cognitive domain and psychomotor domain only. According to the World Bank Report, the modern volatile and complex world demands from the engineers the core employability skills like critical thinking, problem solving, creativity and innovation, collaboration skill, communication skill which must be developed and honed during the course tenure so that they could become competent global engineers [2] [3]. This paper brings forth the out of box thinking and implementation concept of the OBE for UG program, through activity based students’ engagement, specially designed activity to achieve Programme Educational Outcomes (PEOs), Programme Outcomes (POs) and Course Learning Outcomes (CLOs). It intends to solve the problem of large classes through the implementation of the FLIP classroom model. A six month activity based teaching learning model had been adopted for different streams, involving more than 1500 engineering students. The outcome/s achieved by each activity had been termed as Activity Outcomes (AOs). This paper discusses the problems encountered during the implementation of OBE frame work for large class [4] in context with Indian environment and also strives to provide some methods to implement activity based learning to achieve desirable outcomes.

scholarly journals Coronavirus Disease 2019 and Its Effect on Teaching and Learning Process in the Higher Educational Institutions

2021 ◽  
Vol 8 (1) ◽  
pp. 90-107
Author(s):  
Harshavardhan Reddy Kummitha ◽  
Naveen Kolloju ◽  
Prakash Chittoor ◽  
Venkatesh Madepalli
Keyword(s):  
Digital Divide ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research Question ◽  
Cross Sectional Study ◽  
Successful Implementation ◽  
Cross Sectional ◽  
Training Programmes ◽  
Teaching Learning

In response to the coronavirus disease 2019 (COVID-19) pandemic, most of the higher education institutions (HEIs) across the globe have replaced conventional teaching with online teaching. However, the technological preparedness of countries of varied nature differs significantly. In this context, the purpose of the study is to answer the following research question: how are the HEIs mitigating the difficulties that have resulted from the COVID-19 pandemic to facilitate online teaching–learning process? The study is carried out based on a cross-sectional study from 281 academic professionals who are employed in HEIs in India and Ethiopia. The findings from this comparative study highlight that digital divide and lack of institutional preparedness are found to be major problems that constrained the effective implementation of online teaching/learning. Besides, this study also found that training programmes for the faculty members to utilize web resources and facilitate online teaching were found to be limited in both the countries. The article concludes by offering suggestions and policy advice to minimize the digital divide and for successful implementation of online teaching in HEIs.

A blended learning strategy: reimagining the post-Covid-19 architectural education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Naglaa Megahed ◽  
Asmaa Hassan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Strategy ◽  
Theoretical Framework ◽  
Delivery Mode ◽  
Instructional Models ◽  
Architecture Education ◽  
Content Type ◽  
Teaching Learning

PurposeThe present work reviews the impacts of the Covid-19 pandemic on architecture education (AE), with the aim of discussing the interaction and integration of technology-based models.Design/methodology/approachDifferent research methods were used to achieve the research purposes including an online survey, semistructured interviews, observations and reviewing recent literature. The study proposes a theoretical framework to investigate blended learning (BL) approaches in AE, based on the blended teaching–learning continuum, the growth of online delivery mode and technology integration and the gradual responsibility adopted for the current Covid-19 pandemic.FindingsThe study proposes a vision to reimagine post-Covid-19 education and the required BL strategy to provide a theoretical framework that integrates the instructional models required to be investigated by instructors.Research limitations/implicationsThe research findings are based on a theoretical approach not tested practically. A further detailed investigation is required. Thus, the road to reimagining the post-Covid-19 AE is still evolving.Social implicationsAs faculty members, one should take steps toward preparing BL strategies. These strategies present other alternatives to continue teaching and learning while keeping safe in any other emergency in education. In this work, an overview of BL approaches, continuum and related technological and instructional models has been shaped to propose a new vision to post-Covid-19 AE.Originality/valueThis paper responds directly to the initiated call on the pandemic's effect on traditional education by taking a pedagogical perspective. The study presents a holistic BL strategy and proposes a new theoretical and instructional model to design a suitable and balanced BL environment in AE.

scholarly journals The use of literacy approach to teach writing of descriptive text at the seventh grade students of SMPN 1 Ngebel

2019 ◽  
Vol 7 (1) ◽  
pp. 15
Author(s):  
Tanti Yuliani
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Group Work ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Research Participant ◽  
Teaching Writing ◽  
Seventh Grade ◽  
Problems And Solutions ◽  
Teaching Learning

The main purpose of teaching learning English in Junior High School to develop the students’ competence and knowledge in four language skills, Speaking, Reading, Listening and Writing. One of the difficult skills is writing. In this research are describe how are the uses, problems, and solutions of the use of Literacy Approach to Teach Writing of Descriptive Text At The Seventh Grade Students of SMPN 1 Ngebel.  Literacy approach is one of the approaches used to teach writing especially in descriptive text because Literacy approach is the ability to read and write. There are some step of teaching writing, they are planning, composing, and revising. This research uses descriptive qualitative research. Participant/Informant of the research are the English teacher and the seventh grade students of SMPN I Ngebel Ponorogo. This research uses purposive sampling technique. The techniques which are used to collect the data are observation, interview, and documentation. Techniques of the data analysis are data reduction, data display and drawing conclusions. The result of the analyzing data indicates that the uses of literacy approach in teaching writing of descriptive text are divided into two steps. The first is preparation steps and the second is learning process. The learning process uses literacy approach includes introduce and giving explanation the descriptive text, give the modal of the descriptive text and have text to analyze, make group work to discussion the students’ ideas, give the chance to make students’ own product and also checking the students’ understanding about the material. Besides, the problem of the use literacy approach in writing of descriptive text are sometimes the students are noisy in the classroom and their vocabulary are still low. The students feel afraid to deliver their opinion and ideas in teaching and learning process. The solution of the use literacy approach in writing of descriptive are the students must make group work of the students’ worksheet, Teacher controls the students and gives scores for students.

scholarly journals Information technologies inside and outside the classroom

2021 ◽  
Author(s):  
Andra Oneci ◽  
◽  
Maria-Magdalena Joița ◽  
◽  
◽  
...  
Keyword(s):  
Learning Process ◽  
Cognitive Skills ◽  
Causal Reasoning ◽  
Concept Formation ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Software And Hardware ◽  
Problem Solvers ◽  
Teaching Learning ◽  
Individualize Education

Technology is a means of accomplishing a task mainly by using technical processes, methods, or knowledge.The importance of technology in connection with any type of development is widely recognized, especially having considering nowadays’ worldwide Covid-19 context.The passage from standardized to digitalized teaching-learning process hasn’t been easy. Information technology and educational technology are now extensively being used in schools and refer to a wide multitude of teaching-and-learning–related software and hardware used during the lessons. Learning becomes effective when the students are actively engaged, are collaborating with one another, are in charge of their learning process, become critical thinkers and creative problem-solvers. Scientific thinking appears when thinking about the content of science and the set of reasoning processes that permeate the field of science: induction, deduction, experimental design, causal reasoning, concept formation, hypothesis testing, and so on, are combined. Simultaneously, teachers continue their lifelong learning process online, design digital lessons, gamify lessons, obtain real time results, are part of the staffroom at school and also part of a larger, more diverse, virtual staffroom. In conclusion, the goal of using technology inside and outside the classroom is perceived as a way to individualize education and to develop students’ competences and cognitive skills.

scholarly journals EFEKTIVITAS PROSES BELAJAR MENGAJAR PERMAINAN BOLA VOLI MELALUI PENDEKATAN PEMBELAJARAN GAMES AND COMPETITION PADA SISWA KELAS V SD NEGERI 14 LEBONG SELATAN

KINESTETIK ◽  
2019 ◽  
Vol 3 (1) ◽  
pp. 99-107
Author(s):  
Ramonsah Putra ◽  
Yarmani Yarmani ◽  
Arwin Arwin
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Research Method ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Learning Methods ◽  
Class V ◽  
Student Activity ◽  
The Subject ◽  
Teaching Learning

AbstrakPenelitian ini bertujuan untuk mengetahui peningkatan proses belajar mengajar Permainan Bola Voli Melalui Metode Pembelajaran Games and competition Pada Siswa Kelas V SD Negeri 14 Lebong Selatan. Penelitian ini dilakukan pada jam belajar Penjasorkes kelas V SD Negeri 14 Lebong Selatan. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK), penelitian ini secara obyektif atau apa adanya dengan subyek siswa kelas V SD Negeri 14 Lebong Selatan berjumlah 15 orang. Penelitian ini dilakukan dalam 2 siklus, setiap siklus terdiri dari empat tahapan yaitu : (1) perencanaan,  (2) pelaksanaan tindakan, (3) observasi, dan (4) refleksi. Jenis data yang dikumpulkan adalah data kualitatif berupa hasil observasi aktivitas guru dan siswa pada saat proses belajar-mengajar berlangsung. Adapun hasil pengamatan terhadap siswa dalam proses belajar mengajar Permainan Bola Voli Melalui Metode Pembelajaran Games and competition pada siklus I adalah sebesar 55% dari keseluruhan pengamatan terhadap proses belajar mengajar. Pada siklus II meningkat menjadi 85%. Sedangkan hasil pengamatan terhadap guru pada siklus I sebesar 65% dan meningkat pada siklus II menjadi 90%. Sehingga dapat disimpulkan bahwa adanya peningkatan yang sangat berarti dalam penerapan metode pembelajaran games and competition pada siswa kelas V SD Negeri 14 Lebong Selatan.Kata Kunci : Proses Belajar Mengajar, Bola Voli, Games and competition.AbstackThis study aims to determine the improvement of teaching and learning process of Ball Games through Learning Methods of Games and competition In Grade V Students of Elementary school 14 Lebong Selatan. This research was conducted at the learning hour of class V of SD Negeri 14 Lebong Selatan. The research method used is Classroom Action Research (PTK), this research is objective or what it is with the subject of grade V students of SD Negeri 14 Lebong Selatan totaling 15 people. This study was conducted in 2 cycles, each cycle consisting of four stages: (1) planning, (2) implementation of action, (3) observation, and (4) reflection. The type of data collected is qualitative data in the form of observation of teacher and student activity during the teaching-learning process. The results of observation of the students in the learning process Teaching Ball Volleyball Through Learning Methods Games and competition in the first cycle is 55% of the overall observation of the teaching and learning process. In the second cycle increased to 85%. While the results of observations of teachers in the first cycle of 65% and increased in cycle II to 90%. So it can be concluded that there is a very significant improvement in the application of learning methods of games and competition on students of grade V Elementary school 14 Lebong Selatan.Keywords: Volleyball, Games and competition, Teaching and Learning Proces

scholarly journals Improving the Teaching of Arabic Through the Effective Use of YouTube

2020 ◽  
Vol 3 (2) ◽  
pp. 98-111
Author(s):  
Salih Muhammad Jumah-Alaso ◽  
Abdullahi Shehu Onisabi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
College Of Education ◽  
State University ◽  
Visual Aids ◽  
Essay Writing ◽  
State College ◽  
Post Test ◽  
Teaching Learning ◽  
Effective Use

This study examines ways of improving Arabic's teaching and learning process by applying YouTube video clips as audio-visual aids. Eighteen Arabic students in Kaduna State College of Education and Kwara State University constituted the study sample. A descriptive method with Pre-test and Post-test was conducted. Data were collected through the essay writing, translation, and structure test. The data were analyzed through the descriptive statistics of frequency (f) and percentage (%). The study findings revealed that the subjects performed better and demonstrated linguistic communicative competence in Arabic. Finally, the study recommends that YouTube videos should be integrated into the Arabic teaching-learning process.

scholarly journals THE COOPERATIVE PRINCIPLE VIOLATION IN CLASSROOM TEACHING LEARNING PROCESS

2020 ◽  
Vol 4 (1) ◽  
pp. 82-96
Author(s):  
David Togi Hutahaean
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Cooperative Principle ◽  
Descriptive Research ◽  
Source Data ◽  
Recording Analysis ◽  
Maxim Of Quality ◽  
Teaching Learning ◽  
Adequate Evidence

The purpose of this research is to investigate the cooperative principle violation between the teacher and the students in grade eighth classroom teaching and learning process in SMP N 11 Pematangsiantar. The problem of this research was What cooperative principle are violated by the teacher and the students in grade eighth classroom teaching and learning process in SMP N 11 Pematangsiantar, To solve the problem, the researchers use some theories like: Grundy (2000), Yule (1996), Cruse (2000), Cook (1989), Cutting (2002), Moloeong (2007), Grice (1975). The research done in this study follows descriptive qualitative perspective. Source data in this study is the cooperative principle violation between the teacher and the students in grade eighth classroom teaching and learning process in SMP N 11 Pematangsiantar. Descriptive research describes what it is. It involves the descriptions, recording, analysis, and interpretation of conditions that exist. After analyzing the data, the researchers conclude that the maxim are flouted if the information is more informative than is required, ambiguous, uses symbolic, not absolutely true, lack of adequate evidence. The maxim can be flouted when the researcherss produce some utterances in the form. From the data can found the maxim, they are: maxim of Quality, maxim of Quantity, maxim of Relevant, maxim of Manner. The maxim flout when the conversation started until the end, so the maxim can used in the conversation and the conversation can analyze with the maxim.

scholarly journals Comparative Analysis of Program Outcomes Achievement between Face-to-Face and Virtual Classes during COVID-19 Pandemic

2021 ◽  
Vol 20 (1) ◽  
pp. 1-7
Author(s):  
M Tanseer Ali ◽  
Md. Abdur Rahman ◽  
Carmen Z. Lamagna
Keyword(s):  
Online Education ◽  
Engineering Education ◽  
Paradigm Shift ◽  
Program Outcomes ◽  
Face To Face ◽  
Knowledge Based ◽  
Outcome Based Education ◽  
Electronic Engineering ◽  
Virtual Classes ◽  
Education Platform

Outcome based engineering education is a paradigm shift from traditional knowledge-based education to modern skill-based education. After the Washington Accord, the engineering education all over the world has adopted the new pedagogy for Engineering Education. But last year, after the hit of COVID – 19 pandemics, most of the education system has to move online. The online education platform raised a new challenge for Outcome Based Education. In this paper, the effect of Online education on OBE implemented B.Sc. in Electrical and Electronic Engineering program has been analyzed and the attainment performance of the Program Outcomes has been presented. With this empirical evidence it has been demonstrated that with careful implementation and encouragement OBE can achieve its potential even with Online education.

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