A bottom-up approach that involves various stages like exploring and understanding the existing problems clearly, applying the acquired knowledge to solve such problems, presenting, and defending the results obtained, loopback if any changes need to be incorporated.
Published in Chapter:
Influence of E-Learning and Project-Based Learning on Engineering Education
Nandhini Vineeth (B.M.S. College of Engineering, India), H. S. Guruprasad (B.M.S. College of Engineering, India), and Sheetal V. A. (B.M.S. College of Engineering, India)
Copyright: © 2022
|Pages: 27
DOI: 10.4018/978-1-7998-8816-1.ch017
Abstract
Imparting quality technical education and training can be expected to be the vision of most engineering institutions globally to build a healthy society. The major stakeholders who contribute to this are students, teachers, industrialists, researchers, and institutes. The current scenario of rapid technological advancements demands engineering students to be dynamic and novel. Considering the heterogeneous intellectual ability of students, institutions frame time-restricted curriculums. Students who want to outperform have a challenge that they cannot be completely dependent on their academic curriculum. The objective of this chapter is to motivate and bring awareness among engineering students to adapt self-learning to excel in their professions. E-learning and project-based learning are identified as the two significant tools that could help students to self-learn. The influence of these tools on engineering students has been proved in this chapter with a case study, surveys, and feedback from students.