Journal of Engineering Education Transformations

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


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

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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.
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Abstract Views: 333

PDF Views: 143




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

Abstract Views: 333  |  PDF Views: 143

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