Journal of Engineering Education Transformations

Open Access Open Access  Restricted Access Subscription Access

Strategies for Engineering Pedagogy to Improve Peer-Based & Autonomous-Learning through Technical Student Clubs


Affiliations
1 Department of Computer Science and Engineering, Thakur College of Engineering and Technology, University of Mumbai, Mumbai 400101, India
 

   Subscribe/Renew Journal


As the pace of technology development and its applications for industry increases, the knowledge gap between academic curriculum and industry-readiness of technical school graduates also increases. Since a professor can only focus on a limited number of topics in a classroom environment, peer learning can significantly increase the knowledge covered. We have identified several shortcomings in the traditional paradigm of teaching methodology and propose in this paper a cyclical autonomous learning-based methodology that aims to overcome these shortcomings. Autonomous learning in the context of our research refers to a situation where learners take charge of their learning and are responsible for all the decision-making for the progression of the skill they want to acquire. The proposed methodology is a feedback-based student-industry led model that reviews and rectifies itself based on the present needs and requirements. This study explores this methodology which identifies the vital points required to develop student-based technical clubs and leveraging industry-based student initiatives to boost autonomous learning, which will help its members prepare for their careers and gain industry- relevant knowledge. Upon implementing the same vital points, we found a statistically significant increase of 800% in the gained industry-relevant knowledge of the club members, characterized by the dramatic increase in scholarships given by industry leaders, achieved by the club members. The study also found that the proposed methodology is also more effective and cogent than the traditional methods in engaging the students, which was clearly evinced by an 88.89% increase in average attendance. We also found a marked increase in overall ratings, from 8.6 to 9.2, using the proposed methodology. The study thus offers promising results in decreasing the knowledge gap, based on which institutions may be exhorted to adopt the proposed methodology for preparing industry-ready graduates.

Keywords

Peer Learning, Autonomous Learning, Flipped Classroom, Holistic Education.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Smarter With Gartner, “5 Trends Drive the Gartner Hype Cycle for Emerging Technologies, 2020,” [18/08/2020] [Gartner]

  • Smarter With Gartner, “5 Trends Drive the Gartner Hype Cycle for Emerging Technologies, 2018,” [12/05/2018] [Gartner]

  • Hnich, Brahim, Zeynep Kiziltan, and Toby Walsh. "Modelling a balanced academic curriculum problem." Proceedings of CP-AI-OR-2002. 2002.

  • Sen, Souvik. (2015). Bridging the Industry- Academia Gap and Knowledge Management: Need of Hour.

  • Lucija Azman Momirski 2019 IOP Conf. Ser.: Mater. Sci. Eng. 471102048

  • John D. Foubert Ph.D. & Lauren A. Urbanski (2006) Effects of Involvement in Clubs and Organizations on the Psychosocial Development of First-Year and Senior College Students, NASPA Journal, 43:1, 166-182.

  • Tinto, V., & Russo, P. (1994). Coordinated Studies Programs: Their Effect on Student Involvement at a Community College. Community College Review, 22(2), 16–25.

  • Mike Keppell, Eliza Au, Ada Ma & Christine Chan (2006) Peer learning and learning‐oriented assessment in technology‐enhanced environments, Assessment & Evaluation in Higher Education, 31:4, 453-464.

  • Paul Tosey & Josie Gregory (1998) The Peer Learning Community in Higher Education: Reflections on Practice, Innovations in Education and Training International, 35:1, 74-81.

  • Jana M. Hanson, Teniell L. Trolian, Michael B. Paulsen & Ernest T. Pascarella (2016) Evaluating the influence of peer learning on psychological well- being, Teaching in Higher Education, 21:2, 191-206.

  • Cao Y. (2013) Cultivation of Autonomous London.

  • Ann Macaskill & Andrew Denovan (2013) Developing autonomous learning in first year university students using perspectives from positive psychology, Studies in Higher Education, 38:1, 124-142.

  • Bishop, Jacob Lowell, and Matthew A. Verleger. "The flipped classroom: A survey of the research." ASEE national conference proceedings, Atlanta, GA. Vol. 30. No. 9. 2013.

  • Mahmoudi, S., Jafari, E., Nasrabadi, H. A., & Liaghatdar, M. J. (2012). Holistic education: An approach for 21 century. International Education Studies, 5(2), 178-186.

  • Rodger S, Tremblay PF. The Effects of a Peer Mentoring Program on Academic Success among First-Year University Students. Canadian Journal of Higher Education. 2003;33(3):1-7.


Abstract Views: 315

PDF Views: 137




  • Strategies for Engineering Pedagogy to Improve Peer-Based & Autonomous-Learning through Technical Student Clubs

Abstract Views: 315  |  PDF Views: 137

Authors

Kaustubh Shete
Department of Computer Science and Engineering, Thakur College of Engineering and Technology, University of Mumbai, Mumbai 400101, India
Shivam Raisharma
Department of Computer Science and Engineering, Thakur College of Engineering and Technology, University of Mumbai, Mumbai 400101, India
Anand Khandare
Department of Computer Science and Engineering, Thakur College of Engineering and Technology, University of Mumbai, Mumbai 400101, India
Gopal Kharwat
Department of Computer Science and Engineering, Thakur College of Engineering and Technology, University of Mumbai, Mumbai 400101, India
Megharani Patil
Department of Computer Science and Engineering, Thakur College of Engineering and Technology, University of Mumbai, Mumbai 400101, India

Abstract


As the pace of technology development and its applications for industry increases, the knowledge gap between academic curriculum and industry-readiness of technical school graduates also increases. Since a professor can only focus on a limited number of topics in a classroom environment, peer learning can significantly increase the knowledge covered. We have identified several shortcomings in the traditional paradigm of teaching methodology and propose in this paper a cyclical autonomous learning-based methodology that aims to overcome these shortcomings. Autonomous learning in the context of our research refers to a situation where learners take charge of their learning and are responsible for all the decision-making for the progression of the skill they want to acquire. The proposed methodology is a feedback-based student-industry led model that reviews and rectifies itself based on the present needs and requirements. This study explores this methodology which identifies the vital points required to develop student-based technical clubs and leveraging industry-based student initiatives to boost autonomous learning, which will help its members prepare for their careers and gain industry- relevant knowledge. Upon implementing the same vital points, we found a statistically significant increase of 800% in the gained industry-relevant knowledge of the club members, characterized by the dramatic increase in scholarships given by industry leaders, achieved by the club members. The study also found that the proposed methodology is also more effective and cogent than the traditional methods in engaging the students, which was clearly evinced by an 88.89% increase in average attendance. We also found a marked increase in overall ratings, from 8.6 to 9.2, using the proposed methodology. The study thus offers promising results in decreasing the knowledge gap, based on which institutions may be exhorted to adopt the proposed methodology for preparing industry-ready graduates.

Keywords


Peer Learning, Autonomous Learning, Flipped Classroom, Holistic Education.

References





DOI: https://doi.org/10.16920/jeet%2F2021%2Fv35i0%2F167019