Catering the Cognitive Requirements of Diversified Learners with Technology-Enhanced Collaborative Learning Approach: A Case Study on Learners’ Progression for Design Based Courses in Electrical Engineering Program

Abstract

A scientifically designed Design based courses namely, Electrical Machine Design has remained challenging to the learners. Additionally, limited critical thinking, inappropriate strategies to identifying the technical attributes of a problem make the task difficult. Students face limitations in understanding the inter-relationships of design variables and their influence on design parameters using theoretical approach of teaching. For teachers, imparting such higher order learning attributes are difficult using conventional pedagogy. Use of one of the modern pedagogies namely “Collaborative Learning Approach” (CLA) may be one of the solutions. CLA is well accepted method for catering the learners’ diversified cognitive requirements. However, for the design-based courses it is seldom practiced and requires detailed study and customization. This paper represents the outcomes of a case study. The learners of electrical engineering undergraduate program were taught with the design solutions in Design of DC Machine and Transformers in semester 6 and Design of AC Machine course in semester 7 using modified CLA model. The CLA model was modified by scaffolding the values of design parameters, use of spreadsheet as a teaching aid, and unique data set for each group. The objective was to demonstrate that using CLA as a pedagogical tool, the learners can develop skills to modify the design under the real time conditions. The study showed excellent cognitive improvement in leaners ensuring the success of modified CLA model. The results revealed that CLA may customized to cater diversified learners namely premier, average and challenged students. The study revealed that with a few innovative changes, CLA can effectively provide a better learning experience for students for design-based courses.