Evaluation of course outcome attainment of engineering course with traditional, blended and flipped classroom approaches
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Evaluation of course outcome attainment of engineering course with traditional, blended and flipped classroom approaches C. M. Vivek 1
& P.
Ramkumar 2
Received: 14 September 2020 / Accepted: 1 October 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract With development in technologies in educational and industrial sectors students are facing strenuous competitions. Job offers around the world fixate on recruiting suitable graduates with skills, knowledge and problem solving skills. For assuring the learners attainment of cognitive, psychometric and affective levels, Outcome based education (OBE) measures each and every aspect of assessment done by the students from Kalasalingam Academy of Research and Education, India. In this paper a methodological evaluation is done on course outcome (CO) of students learned using different approaches are studied. Based on the result, the introduction of teaching aids in form of digital tools has positive influence over CO attainment. However, adaptability of different approaches was found be difficult for some of student diverse and resulted in decrease in CO attainment % levels. Keywords Blended . Flipped . Course outcome . Outcome based education
1 Introduction With emerging advancements in technical education and industrial sectors, the learning community were expected to be deliver at highest level in terms of skills, knowledge and research. For improving the course outcomes, various methodologies were test and practised by the tutors. Apart from conventional teaching method, blended learning along with flipped classroom has evolved its course. Blended learning approach
* C. M. Vivek [email protected]
1
Department of Mechanical Engineering, Periyar Maniammai Institute of Science and Technology, Vallam, India
2
Department of Mechanical Engineering, Kalasalingam Academy of Research and Education, Virudhunagar, India
Education and Information Technologies
provides versatile, enjoyable learning process as opposed to full virtual or full on-site instruction. However problems related to technological and pedagogical natures arises as it approached towards different diversity of learning community (Raes et al. 2019). Bended web-based learning for science courses in high schools among the student has yielded positive feedback. The web based approach provides initiatives in new methodologies, assessments and activities with student’s perspectives in mind (Chandra and Fisher 2009). In studies carried out by Shin’nosuke Yamaguchia.el., analyse the student learning with aid of learning management systems (LMS). The students who volunteered displayed constructive learning impact and non-volunteered students. To make student more focussed a three lecture pattern is aided to establish more effective approach towards classroom (Yamaguchi et al. 2019). Blended teaching explored towards project management course for architecture students is analysed. The result shows progress of the quality of project management courses and good success of the
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