Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Increased student engagement in classroom activities is gaining significant importance in higher education. While active learning has become a axiom in STEM education due to overwhelming research demonstrating its effectiveness in promoting student learning, motivation and retention. Active learning is one of the latest teaching techniques that engages students in the learning procedure. It has been observed, that the active learning techniques have been one of the vital tools for instructors to stimulate student engagement. In short, active learning is any activity that engages students in a classroom, rather than simply focusing submissively to the traditional lecture and demands students to do significant learning activities and analyze what they are doing. Student engagement in classroom via review, discussion, application and practice, demonstrated that the students learn more than the traditional classes. In-class reading and writing exercises, which help to measure student learning also, improve student engagement in learning process even in large size classes. To improve student engagement in the class size of greater than 40, in senior level problem solving courses in engineering such as machine design, students were provided a problem to solve. Every student to follow unique numbers for themselves and to follow the instructor who is working with different numbers, kept the whole class engaged. Students were at liberty to interact with the instructor or to discuss with their peers, either one to one or a small team of their own or even cross teams. Adequate time was allowed in between steps, so that the whole class could complete the learning process. Students learning outcome was measured through, homework, quiz, test and group projects. Student reviews both statements and numbers showed their improved learning and their increased interest in engagement learning.
Dhanasekaran Swaminathan, P., & Zhao, P. (2018, June), Increased Student Engagement in Problem Solving Courses in Engineering through Active Learning Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30649
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