Journal of Engineering Education Transformations

Abstract

Abstract— Few key skills among many that are needed in the 21st century are critical thinking, creativity, collaboration, meta cognitive skills, technology literacy and decision making under uncertainty. With the emergence of ChatGPT and other Generative AI tools, there is a dire need for a distinctive way of learning and application of learning to ensure learning effectiveness. Mere content is no longer the most important factor to learn these skills but. what is needed is the ability to retrieve material learnt, in the context of application. For the learner to be able to apply the critical thinking levels and higher learning levels of Blooms taxonomy, the basic first level of remembering forms the basic foundation, particularly when the students are from first generation educated families or with disadvantaged socioeconomic backgrounds. However, when students cram for the exams, they generally get an ‘illusion of learning’, where they think they know, but in reality often they may not be able to recall what they crammed when they need it later. This is a case of inefficient investment of time and effort in learning for the student. For the teacher, it slows down the teaching process and opportunity to engage in higher order thinking level applications. Addressing the frustrations of both teacher and students, the authors applied the concept of Retrieval method for MBA I year for Marketing Management course during a semester and a survey was conducted at the end of the semester to understand the perception of students on effectiveness of Retrieval techniques. The results supported that retrieval techniques were effective in supporting the student learning.

Keywords— Blooms Taxonomy; Learning intervention; Retention technique; Retrieval Technique.