Informatics Publishing Limited

Shreeranga Bhat ¹, Rio D’Souza ², E. S. M. Suresh ³, Sathyendra Bhat ⁴, Ragesh Raju ⁴, Vinayambika S. Bhat ⁵

Affiliations
1 Department of Mechanical Engineering, St Joseph Engineering College, Mangaluru, Karnataka, IN
2 Department of Computer Science and Engineering, St Joseph Engineering College, Mangaluru, Karnataka, IN
3 Department of Civil and Environmental Engineering, National Institute of Technical Teachers Training and Research, Chennai, Tamilnadu, IN
4 Department of Computer Applications, St Joseph Engineering College, Mangaluru, Karnataka, IN
5 Department of Electronics and Communication Engineering, Mangalore Institute of Technology and Engineering, Moodabidri, Karnataka, IN

Abstract

Diversity is inevitable in every walk-of-life, and rightly in the learning process. Lack of strategies to address the need for diversified learning style is one of the stumbling-blocks for achieving the desired outcome among the students. The purpose of the research is to dwell deeper into the pedagogies of engagement to establish the strategies to accommodate diversity in learning style withing each session. The objective is to create a framework for resolving the issues of learning diversity through dynamic classroom strategies. Action Research Methodology is adopted to deploy and unearth the feasibility of strategies to resolve issues of learning styles. Silverman-Felder’s learning style approach is used to create a dynamic classroom. Also, statistical techniques are used to draw the inference and to determine the effectiveness of the established strategies to resolve the learning issues. The study indicated that learning styles could be effectively addressed in every session through meticulous planning and deployment of active learning methodology. The dynamic classroom approach has resulted in the achievement of the determined that the scientific planning of the session brings socio-technical changes among the students and in the system. desired outcome, which was validated through the assessment at the end of the session. Besides, the strategies adopted are validated by comparing the outcome of the other section through the internal test. Also, feedback of the students substantiated the methodology adopted to resolve the issues of diversity in learning styles. The study culminates that learning diversity can be addressed effectively only when the tutor is aware of learning styles and active learning strategies. Also, it is ascertained that the meticulous planning assists the faculty in ensuring value-added activities in the session. In addition, well-established

Keywords

Learning Diversity, Dynamic Classroom, Outcome Based Education, Active Learning.

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Sathyendra Bhat ¹, Ragesh Raju ¹, Shreeranga Bhat ², Rio D’Souza ³, Athokpam Bikramjit Singh ³

Affiliations
1 Department of Computer Applications, St Joseph Engineering College, Mangaluru, Karnataka, IN
2 Department of Mechanical Engineering, St Joseph Engineering College, Mangaluru, Karnataka, IN
3 Department of Computer Science and Engineering, St Joseph Engineering College, Mangaluru, Karnataka, IN

Abstract

Over the past few years, technology-driven learning has gained a lot of momentum in every spectrum of education, more so in the field of engineering education. Most of the engineering educators often get inclined towards technology to deliver their courses effectively. While teachers have started leveraging Learning Management Systems (LMS) effectively, some of the technological innovations still need a little refinement. This study intends to explore the limitations of Canvas which is one of the popular LMSs being used today. Although Canvas is an excellent tool to manage the course content effectively and has proved to be very user friendly, it still has some nagging issues which have been analyzed through this study. The ways to overcome these limitations have also been put forth to ensure that the potential adopters of Canvas may have a seamless experience. The participants of the study were 56 second year Post Graduate students who were undergoing the course titled Professional Communication and Report Writing. A handful of students ran into unknown issues while taking up the Multiple- Choice Questions (MCQ) based quiz designed in the second module of the course. The issue was then traced, and corrective measures were incorporated to ensure that all students can take up the quiz. The analysis proved that MCQ quizzes developed on Canvas were not compatible with older versions of Android. Hence, students using such phones were unable to take up quiz-based assessments. To overcome this issue, the quizzes were dished out using tools like Google Forms, Kahoot, Quizizz, etc., and the links were posted on Canvas for the students to take up the quiz. While this approach worked relatively well, it was observed that each of these tools had their own set of limitations. In a nutshell, there is no technology that is perfect in all situations. In such circumstances, it is imperative that the course instructor takes centre stage and selects the technology that best suits a situation.

Keywords

Engineering Education, Learning Management System, Assessment, Technology, Online Teaching-Learning.

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Ragesh Raju ¹, Sathyendra Bhat ¹, Shreeranga Bhat ², Rio D’Souza ³, Athokpam Bikramjit Singh ³

Affiliations
1 Department of Computer Applications, St Joseph Engineering College, Mangaluru, Karnataka, IN
2 Department of Mechanical Engineering, St Joseph Engineering College, Mangaluru, Karnataka, IN
3 Department of Computer Science and Engineering, St Joseph Engineering College, Mangaluru, Karnataka, IN

Abstract

Engineering Education, Learning Management System, Assessment, Technology, Online Teaching- LearningAs the engineering education fraternity is getting accustomed to the new normal amidst the global COVID- 19 pandemic, online teaching has been gaining much attention in the recent past. While teachers are getting adjusted to this new way of teaching, it is paramount that the teaching-learning process caters to the needs of our millennial learners. Considering all these factors, the teacher must continuously work towards always keeping the students motivated. The authors of this paper brought in a series of innovative gamification constructs throughout a semester across multiple courses to gauge the level of involvement of students during the online lectures as well as the Learning Management System (LMS). The motive was the ensure that the students actively participate in all deliberations, thereby positively impacting the online learning process. The participants of the study were 56 second year Post Graduate students who were undergoing online classes. Several tasks, as well as assessments, were assigned to the students. While doing so, students were introduced to new gamification tools like Mentimeter, Edpuzzle, Kahoot, Quizizz and many more at regular intervals to break the monotony and keep them on their feet waiting for the next task to be performed. This not only meant that the students started participating in the classes more actively but also kept them engaged with a variety of innovative tools. The results clearly showed that the students started learning the concepts better while keeping competitive spirits. When it came to individual activities, there was an urge in students to outperform each other, which meant that the students would go that extra mile to get the things done. At the same time, team tasks had a high level of collaboration resulting in effective learning and building camaraderie. The students prefer learning through multiple sources and multiple platforms. By leveraging technological advancements and bringing in gamification in learning, the overall teaching-learning process gets highly benefited.

Keywords

Gamification, Technology, Online Teaching-Learning, Student Engagement and Motivation.

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