AN APPRAISAL FOR APT TEACHING AND LEARNING METHODS FOR EFFECTIVE STUDENT LEARNING IN ENGINEERING EDUCATION

Abstract

As teaching and learning methods evolve with the incorporation of new ideas, innovations and technologies, arguments and debates emerge regarding the apt methods of teaching and learning. The higher education community at large has been debating over the issue for a long time and is trying to unearth appropriate methods that could be effective and enhance student learning (Braskamp, and Ory, 1994; Braskamp, and Ory, 2000; Collins and Robert, 2004; Dash, Patro, Behera, 2013; Khurshid and Ansari, 2012). In this process different methods have been put to practice. Despite the debates and these efforts to put different methods to practice, no unanimity on the effective learning methods has been achieved. For some scholars, it could be a method or process that produces beneficial and purposeful student learning through the use of appropriate procedures (Centra, 1993). Other scholars argue that it is the creation of situations in which appropriate learning occurs (Braskamp, and Ory, 1994; Braskamp, and Ory, 2000; Felder, and Brent, 2004). Similarly, according to McCarthy (1992) an appropriate teaching and learning method is that which presents factual material in a direct and logical manner, inspires the students from experiences, stimulates thinking to open discussion, and develops creativity among the students. This supposition is supported by several other scholars (Kochhar. 2000, p.345; Sullivan & McIntosh 1996). Consequently to achieve effective student learning a large number of ideas and innovations have been incorporated in the teaching and learning process particularly over the last two decades. The ideas and innovations which are largely influencing the teaching and learning process include modulating the behavior and attributes of teachers/ presenters, creation of suitable environment, moving to student centric learning approach, deciding the size and composition of classes, evolving various teaching methods and incorporation of digital technology and e-learning system (Bradford and Wyatt, 2010; Caywood and Duckett, 2003; Khurshid & Ansari, 2012; Rowe, 2006; Teo & Wong, 2000). However, despite the efforts central key points remain unresolved as to how effective teaching and learning can be achieved. The scenario becomes more complex in engineering education because of its nature and type of content it deals with.