Journal of Engineering Education Transformations
DOI: 10.16920/jeet/2023/v36is2/23043
Year: 2023, Volume: 36, Issue: Special Issue 2, Pages: 297-302
Original Article
Indira R. Umarji, Vidyagouri Kulkarni, and Umakant P. Kulkarni
Department of Computer Science & Engineering, S D M College of Engineering & Technology, Karnataka, India
An effective teaching provides the power of education to the students, thus giving them the possibility suggested by NEP- 2020 is a better future. One of the challenges that is faced in this is to link the classroom teaching to a real-world scenario and thus making teaching more effective and relevant. An Experiential Learning, is a dynamic classroom approach, presents a possible alternative to memorization techniques. In this approach, students take responsibility for their learning by acquiring deeper knowledge about the subject matter through active exploration of real-world challenges and problems. This makes the students independent learners as they work for an extended period of time to investigate and respond to a complex question, challenge, or problem. In this regard, Department has introduced the problembased learning in some its courses. This paper presents a problembased learning practiced for the course “Object Oriented Programming” for fourth semester UG students as a case study. Keywords—Experiential Learning; Higher Education Institutes (HEIs); NEP-2020; Outcome Based Education (OBE); Problem based Learning; Project based Learning.
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