Saeed, Nagham ORCID: https://orcid.org/0000-0002-5124-7973 (2021) Online active teaching approach for problem-based module. In: UWL Festival of Learning and Teaching 2021, 08 Jul 2021, UK. (Unpublished)

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Abstract

The sudden shift from traditional to e-learning education has encouraged researchers to evaluate and review the available active teaching and learning models to propose and create an active online teaching and learning methods. It is surprising to find that there is little research done on Electrical and Electronic Engineering students to evaluate their engagement with these methods. Therefore, this research covers strategies used with Electrical and Electronic Engineering foundation students to develop an active online teaching and learning. The research also addresses the learning support given through the pandemic period to keep students thoughtfully engaged and motivated while enabling a safe, non-judgmental environment where views and perspectives are encouraged. The teaching model used for Applied Engineering Project (AEP) module merged the problem-based learning model with the just-in-time teaching model (or flipped classroom). The problem-based learning model was the most appropriate learning model to deliver the APE module’s learning outcomes. Whereas the strategy of using the just-in-time teaching model shifted the focus of teaching from knowledge transmission to knowledge structuring by students and encourage the use of tasks. The teaching approach includes group discussion, teacher’s explanation, previous students’ exemplars , peer assessment and one-to-one sessions. The delivery was supported by the university e-learning platform (Blackboard Ultra, AppsAnywhere, etc.). Near the end of the module, a students’ questionnaire was taken. The results were constructive and promising as the students’ input will enable me to enhance the tools used for more active learning approaches. I have found the benefits of active T &L strategies in student learning in terms of student engagement, ownership of learning, and development of critical thinking and problem-solving skills easily outweigh the additional effort required, and are clearly relative to traditional, passive approaches to teaching.

Item Type:	Conference or Workshop Item (Speech)
Subjects:	Education > Higher education > HE pedagogies Education > Higher education Education > Teaching and learning > Technology-enhanced learning
Depositing User:	Nagham Saeed
Date Deposited:	08 Jul 2021 17:52
Last Modified:	04 Nov 2024 12:46
URI:	https://repository.uwl.ac.uk/id/eprint/8060

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