A. Sheik Abdullah
1*,
P. Karthikeyan
1,
S. Selvakumar
2,
R. Parkavi
1
- Department of Information Technology, Thiagarajar College of Engineering, Madurai, India
- Department of CSE, GKM College of Engineering and Technology, Chennai, India
Abstract
Background: The major challenge in engineering education is to educate and train the student�s community with pedagogical practices in order to determine the notable skills to solve more complex and fragile structured problems. Innovative pedagogical practices make the students to adhere to the complex formulations of the corresponding domain and its applications. The realm of good understanding of knowledge and its deliverables can be ascertained through pedagogical practices with a focus on learner-centric activities in the classroom teaching.The actual target in teaching learning process is to make all the students to have a good exploration on the domain knowledge with success ratio. The learner success is considered to be the core metric with which we can judge the success of learner-centric activities with creativity and quality processes. Confirming the process in which the learners are engaged with the key ideas of the course to be taught makes the students to have practical implementations in Teaching-Learning process.Objective: This research work focus on the assessment and evaluation of learner-centric techniques for outcome based education upon statistical evaluation. Students of third year (VI Semester) of two consecutive batches have been analyzed for the course on Information Retrieval (14ITPS0). Two set of batches 2015-19 and 2016-20 have been considered for the assessment and analysis of Active Learning Strategies (ALS). The incorporation has been processed using the strategic approach based on daily, weekly and monthly assessments focusing on student learning criteria and their responding behaviors for 2016-20 batch. Each paradigm has been measured corresponding to the course outcomes at each level. Significant statistical analysis has been made for validating the process behind the teaching learning process.Real time case study: Considering the batch 2015-19 summary assignments, presentations has been used for the evaluation and assessment of interim assignments. The observed response from the students went well among the student�s community. All the students have been registered for the course and they too have completed the same. But, the time and success ratio in learning mechanism varied from student to student upon completion of the course. Considering the batch 2016-20 active learning strategies such as Quiz by Kahoot!, Flipped classroom activity and MOOCs course has been incorporated. Also, for MOOC�S online courses a set of two courses has been identified relevant to the subject of study such as Text Retrieval and Search engines & Text mining and Analytics. For the Research problem identification the students are allowed to choose the domain specific topics for the course on information retrieval. In this process the time and success ratio has also been observed it also varied from one student to another.
References
- Baker, G.R., Jankowski, N., Provesiz, S. and Kinzie, J. (2012). Using Assessment Results: Promising Practices of Institutions That Do It Well. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
- Duarte A. J. et al., (2020) "Engineering Education for Sustainable Development: The European Project Semester Approach," in IEEE Transactions on Education, vol. 63, no. 2, pp. 108-117, doi: 10.1109/TE.2019.2926944.
- Friess W. A. and Goupee A. J., (2020) "Using Continuous Peer Evaluation in Team-Based Engineering Capstone Projects: A Case Study," in IEEE Transactions on Education, vol. 63, no. 2, pp. 82-87, doi: 10.1109/TE.2020.2970549.
- Gloria, & Oluwadara, (2013) Social Studies Teachers' Intention to use Mobile Phones as a Support and Tutorial Tool for Teaching, IEEE Trans. Society for Information Technology & Teacher Education International Conference, pp. 3718-3724.
- Jennifer E. Roberts, (2016) Collecting and analyzing evidences of student learning at the course level and program level�, Norther Virginia Community College, https://www.nvcc.edu/assessment/_docs/FTW7.collectinga naly zingevidstulearning-spr13.pdf.
- Jodi Levine Laufgraben, (2016) Using assessment results: setting benchmarks, Faculty Senate Assessment Committee, MSCHE Workshop.
- Kim E. and Strimel G. J., (2020) "The Influence of Entrepreneurial Mindsets on Student Design Problem Framing," in IEEE Transactions on Education, vol. 63, no. 2, pp. 126-135, doi: 10.1109/TE.2019.2918253.
- Karthikeyan, P, (2018), �Impacts of Smart Devices in Education�, International Journal of Mobile Learning and Organization, Vol. 12, No.2, PP. 97-98.
- Larson J., Jordan S. S., Lande M. and Weiner S., (2020) "Supporting Self-Directed Learning in a Project-Based Embedded Systems Design Course," in IEEE Transactions on Education, vol. 63, no. 2, pp. 88-97, doi: 10.1109/TE.2020.2975358.
- Lekha Das , & Megha Sharma (2020) Case Study: Use of MOODLE to Improve Teaching Learning Process in Control System Engineering Vol. 33, No. 3, DOI: 10.16920/jeet/2020/v33i3/144640.
- Levine Laufgraben, (2016) Using assessment results: setting benchmarks, Faculty Senate Assessment Committee, MSCHE Workshop.
- Marco Arrigo, & Davide Taibi, (2015) Challenges of using learning analytics techniques to support mobile learning, IEEE Conference on Mobile Learning, pp.147-149.
- Merry, R. (2017). Teacher education ICT appropriation model TEAM: A model for ICT appropriation in early childhood initial teacher education. Waikato Journal of Education, 22(4). doi:10.15663/wje.v22i4.593.
- Miguel-Revilla, D., Mart�nez-Ferreira, J. M., & S�nchez Agust�, M. (2020). Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model. Australasian Journal of Educational Technology. doi:10.14742/ajet.5281
- Missouri (2016) Setting growth targets for students learning objectives: Methods and considerations, Department of Secondary Education, DESE Government.
- Naif Radi, & Hugh C. Davis. (2013) Learning Analytics and Formative Assessment to Provide Immediate Detailed Feedback Using a Student Centered Mobile Dashboard, IEEE Trans. Mobile Apps, Services and Technologies, pp 262-267.
- Nikkie Zanevsky, (2016) Four critical questions to help you set your student learning objectives,https://www.nwea.org/blog/2015/four-critical- questionsto help-you-set-your-student-learning-objectives/.
- Ouafae, E, & Yasser, EI, & Lahcen, O, & Ahmed, D. (2019) A Multiple Linear Regression-Based Approach to Predict Student Performance, Advanced Intelligent Systems for Sustainable Development (AI2SD�2019), pp.9-23.
- Ounjit, W. (2011). Learning Theories in Association with Improving University Students� Learning Potential. International Journal for Cross-Disciplinary Subjects in Education, 325�334. doi:10.20533/ijcdse.2042.6364.2011.0046.
- Parkavi, R, & Karthikeyan, P, & Sheik Abdullah, A. (2018) Impact of Massive Open Online Courses and Best Practices: A Case Study on Social Network Analysis Course, Journal of Engineering Education Transformations, Vol.31,No.3, DOI: 10.16920/jeet/2018/v31i3/120782.
- Parkavi, R., Sheik Abdullah, A., Sujitha, S., Karthikeyan, P, (2017), �Mobile Devices in Class Room�, Handbook of Research on Mobile Devices and Smart Gadgets in K-12 Education, IGI Global Book Publishers.
- Rhode Island (2016) Setting target in student learning objectives, Department of Education studies, RIDE Website.
- Sun, S. Y. H., & Goodyear, P. (2020). Social coconfiguration in online language learning. Australasian Journal of Educational Technology. doi:10.14742/ajet.5102.
- Sheik Abdullah, A, Gayathri, N, Abirami, AM Parkavi, R, (2018) A Statistical Approach for setting SLO Targets over Outcome Based Education-A Case Study, Journal of Engineering Education Transformations, DOI: 10.16920/jeet/2018/v0i0/120898
- Tai, Y., & Ting, Y.-L. (2019). English -learning mobile app designing for engineering students� cross-disciplinary learning and collaboration. Australasian Journal of Educational Technology, 120�136. doi:10.14742/ajet.4999.
- Thayer-Hart, N., Dykema, J., Elver, K., Schaeffer, N.C., Stevesnson, J. (2010). Survey Fundamentals: A Guide to Designing and Implementing Surveys. University of Wisconsin-Madison, Office of Quality Improvement.
- William oakes, maeve Drummond, Carla Zoltowski, (2015), �EPICS meeting outcomes with Multidisciplinary student teams�, Proceedings of the International Conference on Canadian Engineering Education Association (CEEA15), McMaster University.
