ESSENTIAL & INEVITABLE CHANGES TEACHING-LEARNING PROCESSES INTECHNICAL EDUCATION SYSTEM

International Journal of Mechanical and Production Engineering Research and Development (IJMPERD) ISSN(P): 2249-6890; ISSN(E): 2249-8001 Vol. 10, Issue 3, Jun 2020, 2385-2396 © TJPRC Pvt. Ltd.

ESSENTIAL & INEVITABLE CHANGES TEACHING-LEARNING PROCESSES INTECHNICAL EDUCATION SYSTEM VISMAY K G1, GURURAJA S2, ARUN C DIXIT U3, SHIVASHANKAR R4, Dr. S A MOHAN KRISHNA5 & RESHMA V P6 1,2,3,4,6 5

Assistant Professor, Vidyavardhaka College of Engineering, Mysuru, India

Associate Professor, Vidyavardhaka College of Engineering, Mysuru, India

ABSTRACT In present scenario, traditional teaching-learning methods are not encouraged by both students and institutes, thus, trying to bridge a gap through the introduction of effective instructional methods. This paper strongly highlights and reflects the importance of education, pedagogy and changes that are essential in current educational platforms to achieve learnercentric environment. The essential knowledge of different learning styles, influence of digital platforms, and nonconventional techniques are deliberated. Few non-conventional pedagogy that are responsible for the intuitive environment in classrooms namely ‘CyberHunt’ and ‘Keyword Concept’ have been introduced through this paper.

Received: Jun 10, 2020; Accepted: Jun 30, 2020; Published: Aug 18, 2020; Paper Id.: IJMPERDJUN2020222

INTRODUCTION Innovation and technology are the two monolithic pillars of today’s civilization and in point of fact the future of the

Original Article

KEYWORDS: Need for Change; Learning Style; CyberHunt; Keyword Concept

India. Societal problems in the field of technology are maturing in all dimensions which must address by presentday engineers’. Engineers play a vital role in identifying and solving societal problems that benefit people, their health, the essence of life and the neighborhood. More and more our vitality has become the strengths of scientific and technical innovation, which is under thumb by the engineers. The societal point at issue stands in need for a system drawing to solve them and our current engineering education is not adequately preparing crude engineers for the challenge[1]. The act of teaching is naturally meaningless without a parallel act of learning. An increasingly complex world requires an increasingly expansive education. Deficiencies in engineering education may produce graduates who are less conscious of the connection between technology and society. In today’s era, information and knowledge are significant and demanding input for growth and survival. Engineering students must possess the basic engineering skills to make a worthwhile contribution to industry and society. This can be accomplished by enriching the technical curriculum by creating a conducive learning environment[2].For students of today’s generation, to impart knowledge by traditional methods like chalk and talk, power point presentation is completely teacher-centric and ineffective. For effective learning, professors must be well equipped with different teaching methods and approaches that produce learning outcomes. The purpose of this paper is to offer the advances in teaching and learning styles with different methods that are preferred by the students and favored to the teachers to gear the students with knowledge and skills. These innovative methods of teaching serve the objective of shifting from teacher-centric to learner-centric[3].

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Vismay K G, Gururaja S, Arun C Dixit U, Shivashankar R, Dr. S A Mohan Krishna & Reshma V

The foundation of every country is the education of its youth. Education has the two-fold function to perform in the life of man and society. Education is the force that has the ability to enable the students to blend their knowledge, skills, and techniques they have practiced during their graduation in solving the real-world problems. The function of education accordingly, is to teach one to think intensively and to think critically[4].

The art of teaching is the art of assisting discovery. In Engineering Education, over the past few years/ decades, it is not fortune that teaching methods are not changed and in turn not encouraging the sort of learning that is the leading edge of public appeal. It is accepted by educational developers that effective teaching is effective learning. There are various types of learners when it comes to engineering classroom and the teaching style and approach what now-a-day professors follow must address all types of learners. Thus, Teaching must provide and enable the students being Innovative, Integration, Conceptual and multi-disciplinary[5,9-10].

Teaching and learning are like two faces of a single coin. At a closer look, learning is all about the components of teaching. In the education context, the teacher is the source for information and student is the receiver. In this plot, classroom environment tends to learn more to be inactive. All the types of learners have the ability to understand the concepts, but their learning styles may not be known to a teacher. So, considering teaching and instructional moves, the effective educator must know certain principles like how to infer the students’ cognitive state? How to represent the subject matter to be delivered? What is the set of instructional actions to choose from? And what is an adequate teaching method to create a positive learning environment? [6-7] In engineering classrooms, there will be contrasting learners and for that teaching, the approach must address the challenge of educating the whole class. Learners may be kind of Sensory/ Intuitive, Verbal /visual, active/reflective, and sequential/global types and their learning differs accordingly and innovative teaching methods are a key driving force that is needed to educate students to provide deeper knowledge. Educational outcomes are not much emphasized on many students and to improve on that it requires many efforts and the core part is to regulate their learning through effective teaching techniques. Essential components of teaching are 

Keep an eye on the other’s mind



Have the competence to communicate knowledge to students



Ability to assess and evaluate the students Most of the students are frequently engaged in only to get through the course and pass the exam i.e. the matter of

surface learning. To meet this challenge and complexity of modern students, the teaching-learning approach should stress in-depth on conceptual understanding and integration of knowledge to solve complex problems[8].

Considering bloom’s level of taxonomy, teaching techniques have been developed in making an effective learning system. As the technology of advanced, two techniques were introduced namely ’CyberHunt’, ‘Keyword Concept’. These innovative methods of teaching are delivered, verified and strengths and weaknesses are identified thus promoting their own cognitive, affective and Psychomotor learning skills.

NEED FOR THE CHANGE Traditional style of teaching has more or less lost its charm in today’s classrooms where Technology has become an essential part of our lives. There is a need for the change in the teaching style, and also a necessity of adopting technology Impact Factor (JCC): 8.8746

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in the classrooms. Creating Virtual Environments for learning like presentations, videos and seminars that can be reviewed and edited will have a greater impact on students learning. Digital e-learning platforms have prominent influence over learning-centric environment that emphasizes on the active participation of students. Students who do not understand a concept can access to their digital educational platform and seek for solutions. Involving technology in education is important but at sometime complete avoidance of technology is not possible[11].

The common phrase that students observe in the classroom is ‘Turn to your neighbor’ whilst solving problems, and it is believed that they understand and pace up with their mates. But it can be true only when the neighbor is active in classrooms and there may be chances where even the student sitting next to him may get influenced and slow down the learning process. Instead of this phrase, it is recommended to use non-conventional teaching methods like think-pair-share, Co-operative learning, TAPPS [Thinking aloud pair problem solving] which may consume more time comparatively but imparts active learning and interest amongst students. Also, it is always recommended to give group assignments than individual assignments and to limit the number of questions. Instead of several assignment questions impose one question that covers all the concepts or principles[9-10].

FACTOR THAT FACILITATES LEARNING Here are a few factors that may help improve the effectiveness of teaching-learning in classrooms: 

Motivate Student Learning – Students should be frequently motivated. They should be motivated even when they use non-conventional methods to find solutions to a problem. Giving examples of success or failure stories that could keep their hopes alive, even teacher’s previous experiences can be motivating. ‘Keep in mind that criticism only will ruin student’s creativity’.



Learner Centric [Active environment] –Keep classrooms interactive, prepare for classes thinking what could you possibly do to keep the class alive throughout the period. Plan learning strategies that we would have adopted if we were in students’ shoes, if can’t possibly think, we can always ask them to suggest the best learning method and could get interesting/innovative answers. Always take frequent feedbacks, especially when a new teaching strategy is implemented, this, in turn, would help to improve teaching-learning.



Brief Course Objectives & Course Outcomes[9-10]– In the beginning of the course, Students should be briefed about what they would learn in the course (Course Objectives) and what they could possibly do by learning that subject (Course Outcomes). This would help them get the big picture about the subject and prepare themselves accordingly.



Learning Styles – At first, a teacher should know what is his/her learning style, there may be chances of profiting only those students who have similar learning methods(For ex., If a teacher has Intuitive learning style, then his teaching will benefit an intuitive learner compared to others). Also get to know students’ learning styles, and target different learners by balancing the concrete materials and information. Educating students about learning styles will also help them to take up different methods whilst learning.



Using computer-assisted instructions – Modern Students have an affinity towards teachers who are technically and technologically sound - use tools like Google Docs, MOOC etc., to assist students.

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Give intervals whilst teaching– Attention span of modern classrooms have seemingly declined, intervals aids learners to recollect and think for solutions.



Give open-ended questions – Let students use different approaches to solve a problem it makes them think out of the box and can come up with alternative solutions.



Better teaching is through induction [problem-based learning, discovery] – An instance for Induction, Babies do not come into life with a set of general principles but rather observe the world around them and draw inferences [3]

. Students must be made to think before they ink, they should be asked to solve real-time problems which induce

critical thinking and imparts creativity. This would prepare them to face the situations when transformed into professionals. 

Peer Learning – Students learn best when they teach other peers or when they listen to their peers who have a common level of understanding.



Show Concern and keep in touch – When students know that teacher is concerned and tracks progress, they tend to maximize efforts in return.



Learners need a Multifunctional mentor

[12]

– Mentor should guide a student not only in increasing academic

performances like helping him to complete work tasks, to publish articles etc., but also should guide to improve personal life like building a positive relationship, attitude, and career.

LEARNING STYLES AND PREFERRED METHODS A Learning Style is the method of individual’s perception (interpret, analyze and retain a set of information). Among the educational researches, there are different theories and models developed for styles viz., David Kolb’s Model, Honey and Mumford model, Neil Fleming’s VAK/VARK Model, Gregorc Mind styles model, The Dunn and Dunn Model, Felder and Silverman’s Learning styles etc., and each one has its own criticism. Everyone are formed equal but unique, also every student has a different learning style and so has the teacher. No teacher has the same way of teaching, it’s just they inhabit the teaching strategies that fit with their learning styles, in turn, benefitting the similar learners in the classrooms. We should never classify students as bright and weak as per our instructional methods. For instance, an active learner could not have patience to sit for long lectures unlike reflective learners. Every student is equally good but has a different learning style. Researchers have found that in a sample of adults there is differences in learning styles even among men and women[13-14].

Gregorc argues that a teacher-educator must have the knowledge of learning styles and it aids them to implement effective teaching strategies in classrooms. Also, Gregorc states in contradiction of attempts to force educators/teachers and learners to modify their natural styles, do more harm than good and can isolate them or make them ill. Felder also complains about the undesirable outcomes of unintended mismatching wherein, teachers are unmindful of their own learning style and may lead to teach only in that style, thus supporting certain students and disadvantaging others[15].

Table1 suggests the various materials and teaching strategies that an educator / learner could prefer for different learning styles.

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Table 1 PREFERRED MATERIALS

LEARNING STYLE(S)

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PREFERRED METHODS Flipped Classroom technique, E-Learning, Slides Presentation, Experimentation / Projects

VISUAL, ACTIVE, GLOBAL, INTUITORS

Use of images, charts, graphs, video lectures, online questionnaire

VERBAL/AURAL (AUDITORY)

Use of mnemonic devices, reference materials, outlines, flowcharts, reading aloud

Lectures, Chalk and talk, group Discussions, Quizzes, Brainstorming sessions

READ-WRITE, SEQUENTIAL, REFLECTIVE

Taking short notes, working alone, write whilst studying

well-known methods while solving problems, Essays, Assignments, Unit tests

KINESTHETIC/TACTILE, SENSING

Hands-on experience, Assembling or disassembling of objects, Construction tools

Practical classes, Project-Exhibitions, Provide reference objects, Real-time examples while explanation

The groups of learning styles in the above table are classified based on common shared materials and methods. A student may have a combination of these learning styles and different teaching strategies should be implemented by the teacher in preventing boredom to students during class hours. There are different tools like Felder and soloman’s Index of learning styles[18], education planner[19]etc., to predict the learning styles.

The Felder-Silverman model is designed to help both students and teachers on the notion in terms of the way they receive and process information. This model grants diverse dimensions that are close-fitting of learning preferences. On the view to have a detailed understanding of the above model the different styles are further discussed. 

Active and Reflective Learners: Active learners are enthusiasts who prefer to learn by doing. They are impatient and love activities (Short Seminars, Group discussions etc.,) over long lectures. Reflective learners have a lot of patience and prefer to think before ink/act. They would insist on working individuals rather than in groups. A student can be either active or reflective, a balance between the two is recommended, too much active may lead to error since they do not prefer to think and judge whereas too much reflective would have a problem with time management.



Sensing and Intuitive Learners: Sensing learners like to learn from facts, well-established methods and prefer memorizing data and like to understand real-life applications in ease. Intuitive learners learn through abstraction, identify relationships between concepts, theories and they dislike repetition, they are imaginative and quick thinkers. A student can be a sensing learning sometimes and intuitive other times, thus balancing between the two is necessary. Too much sensing will indulge them to rely on memorization or solve problems only through familiar methods, on the other side, too much intuitive will reduce patience and are prone to mistakes if not careful.



Visual and Verbal Learners: Visual learners learn by seeing pictures, graphs, charts, online materials, videos and short movies whereas verbal learners prefer lectures, listening to audios, reading out loud. Researches show that majority of us have a strong affinity towards visual learning [3,16] and thus a necessity to use tools that aid visual learners are recommended.



Sequential and Global Learners: Sequential learners learn through incremental methods, linear steps, logical paths and prefer concrete ideas about the subjects. These learners should be briefed about the course outcomes before the start of the course that helps them to get the big picture. The Global learners learn without nearsighted

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connections but in the end, gets the big picture. They are quick complex problem solvers, have abstract ideas about the subject, dislike familiar methods or logical order. Global learners should be given freedom to devise their own methods whilst problem-solving. An individual can be sequential and global sometimes. There are quick tendencies of individuals on concluding themselves as global learners.

Felder and Soloman’s index of learning styles is preferred more due to its in-depth description and strong, mild and balanced correlation between different learning styles. A survey of learning styles was conducted using Felder and Soloman’s index of learning styles (Online form) among 150 students of Vidyavardhaka College of Engineering, Mysuru, India. The result patterns engineering students’ learning styles are as indicated below:

Figure 1: Indicating the Various Learning Styles Distribution in Current Classrooms.

The above pie chart represents the average results of 150 engineering students who answered the online questionnaire of the index of learning styles created by Felder and Soloman [18].Every individual will have Active/Reflective, Sensing/Intuitive, Visual/Verbal, Sequential/Global learning styles. They may have a Strong, mild or well-balanced correlation between the mentioned learning styles (viz. a person may be either strongly be active or reflective or even stable between both).It can clearly be noted that there is a mixture of learning styles in a classroom and they have dominant visual rather than verbal learning abilities. Thus, an educator should prepare well-composed materials and methodology that targets different learners under the same roof. If for an hour’s class, the first ten minutes could be dedicated to discussing topic objectives and outcomes so that the sequential learners get the big picture, and continued with the presentation of charts, graphs, or videos wherever necessary (most of them are visual learners). A few minutes interval can be given to the class after posing a question so that it initiates thinking and creativity leading to innovative solutions.

The class could be ended with a group discussion that aids active, global and intuitive learners. The above methodolog y requires time for proper planning and execution but will induce inquisitiveness among the learners which are not seen in long lecture periods.

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Non-Conventional Pedagogy As discussed in earlier sections the world is changing so are the students, but the strategies for teaching-learning remains almost the same and thus evolution in teaching practices is an emerging need. There are ongoing researches over reshaping the learning experiences so that educators can be successful. Methods like Inductive teaching, Cooperative learning, Brainstorming, Digital learning have gained their popularity in modern classrooms. Digital learning or e-learning platforms are notably increasing and have succeeded in attracting students of this electronic world. To obtain as much assistance as possible from the technology, training teachersandsupplementary instructions to the learners about technological materials are essential. Using Tablets, PCs’ can have a meaningful effect on learning. Web technologies are proving to be an optimized educational tool in classrooms and technology must be instigated to traditional courses to make it more efficient and up-to-date [20].

The non-conventional teaching strategies discussed below were tested in Vidyavardhaka College of Engineering, Mysuru, India.

CYBERHUNT Technology has evolved tremendously from past few decades. Super-computers a decade ago can be compared with today's smart-phones. Students on the other hand, indulge themselves in the world of Internet (thanks to google.inc). In some kindergarten and primary school students are made to learn by playing computer games like puzzles, etc.

The use of technology for teaching-learning has grown it's potential. How about the idea of helping the students learns with their own gadgets? Sounds easy and interesting but still is a challenge. The students in the classrooms were made to form groups of 3-5 and cooperative learning can be enhanced if different roles are adopted for each member of the group (as below recommended). Each group was given problems and time periods depending upon the complexity of the problem. They are permitted to use their cellphones and in the time constraint, a solution must be found. Students are suggested to refer online journals/learning tools and to obtain solutions. Team obtaining the solutions well-within the timeperiod and was given a chance to present the solution in front of the class. Since the learners competitively search the internet to find the solutions, the concept was framed as “CYBERHUNT”.

Observations 

This above technique initiated Self-learning and student-centric approach. Students were proactive since they could use their cell phones in the activity.

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3-5 members were present in a group, which in turn helped students to split the problems and find solution by parts and then combine as a whole.

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Since 2-3 groups were given the same problem, they competed with other teams to find faster solutions.

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Few groups who won the challenge presented the solution and, they shared the resource(website) that helped them to find solutions.

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The above act facilitated students to gain Knowledge about genuine or trust worthy resource in the world of the internet.

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Students who solved the problems had a feeling of accomplishment since the problems were complex.

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Vismay K G, Gururaja S, Arun C Dixit U, Shivashankar R, Dr. S A Mohan Krishna & Reshma V

Cyber-Hunt was conducted for different semesters and obtained an overall positive feedback (an average of 4 stars out 5).

Recommendations 

It is recommended to have strong and continuous Wi-Fi connectivity for smooth conduction.



Enough time should be provided for a given concept or numerical. Reward the winning team to increase morale boost (even a round of applause from their peers will encourage them).

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

Different roles[3,10] can be assigned to students in a group viz., 

Leader – Organizer, manager of tasks and assigns subtasks to the team-mates

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Recorder – reports solutions (alternatives if any)

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Devil’s advocate – suggests alternative possibilities, keeps going away from pre-mature conclusions



Checker – Proofreads and corrects final solutions before submission.

Take feedback for every session and implement the necessary requisition. Take proper initiatives not to disturb the peer classes. Activity can be incorporated weekly once, during pre-lunch or post-lunch sessions.

KEYWORD CONCEPT The purpose of this method of teaching is to trigger and examine student’s perspective of conceptual understanding.

Student’s mentality is composed of conscious and subconscious mind, wherein, a conscious mind is awareness at the present moment and the subconscious mind consists of accessible information. One becomes aware of this information by directing his/ her attention to it or called as memory recall. This technique helps in stimulating the subconscious mind of students.

During the delivery of the lecture, students mind will be inquisitive. This tactic favors the switching the mode of mind from conscious to the subconscious mind. As discussed in the previous section, there aremany reflective and visual learners in a classroom. In their perspective, concepts must be recalled/ revised that was delivered in previous sessions to keep the flow of content or to memorize the concept. Although it reflects on the concepts, it also emphasizes on better conceptual understanding. This technique is very simple and less time consuming and with the help of power-point it can be executed to its best ways and this is termed as “KEYWORD CONCEPT”.

There are certain instructions to be followed by an educator and make aware the students with this to conduct this teaching technique. 

A keyword is displayed on the power-point slide only for 15 seconds (the main keyword from the topic taught)

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Students must write a sentence regarding the keyword which gives a positive understanding of the related word.

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In a similar manner, 30-45 keywords can be identified from the concept/ topic taught throughout the week.

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Keywords can make a systematic format of the concept or can be randomly picked that makes the knowledge construction.

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By the end of these keywords, it’ll take 8 – 12 minutes to complete.

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After this, there will be a provision to evaluate the answers written by students.

Evaluation can be done by interacting with students. Students can be randomly being asked to discuss their

written answers to a particular-keyword. If an answer holds good it can be shared with others or if there is the misconception in understanding, an educator can reflect on it and explain the concepts in a better way so that learning happens.

Observations 

The teaching pedagogy focuses the interest of students in sustained and systematic reflection upon single concepts or even it can be interrelated to multiple topics.



As the time is limited for 15seconds for each word, this method increases the cognitive processing of student’s mind and increase their intelligence quotient and innovative thinking.

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Since the keywords will be of different levels of conceptual understanding, student’s perspective towards that particular-keyword may vary from one to another student based on their understanding.

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This tactic ignited student's mind to think creatively, discuss on an alternate point of view among them and with the educator. This, in turn, ways their consciousness towards own learning process and favors the active interaction among them.



During discussions, students tried to justify the alternative and diverse answers that lead to knowledge construction and multiple approaches identifying more than one answer for the typical keyword.

Recommendations 

Keyword concept can be conducted in the end of each module/lesson which helps in summarizing the information and establish confidence among them.



Keyword concept can be even more enhanced when combined with several online quiz tools.



Instructor should plan and prepare a list of keywords that could benefit students from each course topics.

Hence reflecting on teaching makes the students also to actively participate and actively participating means

changing the pedagogical dimensions to transform from teacher centric to student-centric in their engineering education.

Hopefully, this is one of the best efforts in achieving the learning-centric environment in engineering education.

CONCLUSIONS AND RECOMMENDATIONS The objective of today’s educational system is outcome-based learning, where learners are encouraged to create innovative solutions that could help the society and the future generations. The time has arrived, wherein traditional teaching techniques are no longer encouraged by the students. The recognition and understanding the different learning styles of students and the instructors themselves is vital. Also, to have an effective teaching-learning environment, instructor should collaborate different materials and methodologies that aid various learners, instead of teacher-centric long lecture hours which targets just one or two learning styles. Educational systems will see new generation leaners all the time, thus requires frequent upgrades to match their learning habits.

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A few initiatives creating an intuitive teaching-learning environment have been attempted and non-conventional methods like Cyber-Hunt and Keyword concept have been rewarded with positive feedbacks by learners as well as by educators. All the teaching-learning techniques will have their own pros and cons to discuss, also, it initially imposes greater resistance for a new technique to be introduced in the institutes. It is left to the course instructor to choose the best technique that could be synchronized with the course and implemented in the classrooms and no single method is best suited for all the courses. It is also recommended to create a proper digital platform for the students of today’s world, who have good interface with the digital media. It is always recommended to have a combination of pedagogical strategies for effective learning in today’s classrooms.

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