Journal of Engineering Education Transformations

Abstract

Abstract : COVID-19 pandemic has brought sudden changes in teaching and learning process compared to conventional face to face mode of education all around the globe. During social distancing in pandemic environment, the most common change that has been introduced was to opt online and hybrid mode of learning using e-resources by students and faculty at several organizations. In our organization, the BlackboardTM platform has been used to teach the course either in e-learning or blended mode. The present work is an epistemic case study of an electrical engineering subject taught in blended mode to undergraduate students. The performances of the students have been analysed in continuous assessment as well as in final assignment. The analysis criteria was based on expected “course learning outcomes” taken from ABET guidelines which was planned before the commencement of academic semester. In this case study, a specific part of the final assignment in which a questionnaire was framed to assess the “Understanding”, “Apply”, “Analyzed”, “Evaluate” and “Create” levels of Bloom's Taxonomy by determining the correlation factor among various parameters. It was observed that students had felt the difficulty in achieving the satisfactory response in “Evaluate” and “Create” while performed well in first three levels of Bloom's Taxonomy. Based on analysis and results, it is concluded that to achieve satisfactory response of the students, continuous hands-onexperience of laboratory experiments and instruments are essential. In the coming months when it is difficult to start the face to face mode of teaching and learning, an alternate method for laboratory could be catered by introducing virtual laboratory and simulations. In addition a remedial plan has to be prepared to enhance the critical thinking of the students to improve the “Evaluate” and “Create” levels of students.

Keywords ABET; Blended learning; Bloom's Taxonomy; Correlation Coefficients; Epistemology.