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首页> 外文期刊>Journal of Education and Practice >Alternative Learning Approaches for Enhanced Students’ Engagement in Engineering Courses
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Alternative Learning Approaches for Enhanced Students’ Engagement in Engineering Courses

机译：替代学习方法，以提高学生对工程课程的参与度

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In the context of globalization and explosion of knowledge, engineering practices have to make a shift from mere problem solving towards more innovative solutions embedded in an array of social, economic, cultural and ethical issues. Innovation is a key differentiator in an increasingly global economy. The role of our engineering schools in providing human capital, necessary to meet future national needs, new orientation. Today’s learners perceive learning as a “plug and play” experience. They want to plunge in and learn through participation and experimentation. Traditional approaches emphasize the presentation of information and consider learning as mere absorption of information. In contrast an effective student centered learning requires different perspectives from students and the teachers. The lecture dominated system encourages a passive learning environment, a highly compartmentalized curriculum and instills neither motivation nor skills for lifelong learning. It leaves no time for critical thinking, creative thinking and association with reality. Students today are active learners. The need of the hour is knowledge construction that can be achieved through active learning strategies like discussions, role play, group work, problem based learning, and project based learning. Students’ engagement is seen as a successful indicator of classroom instruction. It depends on the level of academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences and a supportive learning environment. This paper reports the various faculty training programmes organized in a university environment on the use of alternative learning approaches like discussions, role play and group work and its impact on students’ engagement. Keywords: Critical thinking; Creative thinking; Active learning; Students’ engagement; Alternative learning approaches
机译：在全球化和知识爆炸的背景下，工程实践必须从单纯的问题解决转向嵌入在一系列社会，经济，文化和伦理问题中的更具创新性的解决方案。在日益全球化的经济中，创新是关键的区别因素。我们的工程学校在提供人力资本方面的作用，这是满足未来国家需求所必需的，新的定位。当今的学习者将学习视为“即插即用”的体验。他们想投入并通过参与和实验来学习。传统方法强调信息的呈现，并认为学习仅仅是信息的吸收。相反，有效的以学生为中心的学习需要学生和老师的不同观点。以演讲为主导的系统鼓励被动的学习环境，高度分隔的课程，并且既不激发终身学习的动机，也不灌输终身学习的技能。它没有时间进行批判性思维，创造性思维以及与现实的联系。今天的学生是活跃的学习者。时间的需求是知识的建构，可以通过主动的学习策略来实现知识，例如讨论，角色扮演，小组合作，基于问题的学习和基于项目的学习。学生的参与度被视为课堂教学的成功指标。它取决于学术挑战，主动和协作学习，师生互动，丰富的教育经验和支持性学习环境的水平。本文报告了在大学环境中组织的各种教师培训计划，内容涉及替代学习方法的使用，例如讨论，角色扮演和小组工作及其对学生参与度的影响。关键词：批判性思维;创造性思维;主动学习;学生的参与度;替代学习方法

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