Journal of Engineering Education Transformations

Abstract

Increased levels of communication and automation process indicates the onset of fourth Industrial Revolution. Production of industry ready professionals especially for the dynamic Civil Engineering domain will be an outcome of continuous implementation of interactive teaching-learning methods. Incorporation of industry-based experiential learning to supplement the classroom sessions have been attempted for two undergraduate courses in Civil Engineering programme namely Surveying and Computer Aided Building Drawing for first year learners. Simultaneously, conventional and standalone classroom teaching was implemented for the second year learners with respect to these two courses. This study attempts to compare and analyse the learner perceptions and measure the learning outcome attainment of the Industry based Experiential learning and conventional teaching method. The selected courses provided ample space and scope for the working of industrial methodologies such as use of modern laboratory equipment (Total Station) and software (AutoCAD) for real-time problems. The assessment patterns varied extensively between the two teaching methods as the first year learners had experimental assessments for solving critical scenarios in the construction site. The results and analysis of learners’ perception obtained through the internal assessments provided an insight that Industry based Experiential Learning was well ahead in the development of Industry ready professionals. However, the challenges in this novel method are also accounted for future adaption for other courses. Hence, this study provided a unique opportunity to compare and contrast the learning environments and identify specific benefits for both the teaching methods. Keywords: Industry based Experiential learning, Surveying, Computer Aided Building Drawing, Civil Engineering