Abstract
The chapter deals with effective implementation of outcome-based education following Washington accord through activity-based teaching-learning system with a comparative study with the results obtained from conventional input-output system. Effective implementation of this new pedagogical concept blended with technological tools is reflected through radical change while looking at the performance of the students in view of assimilation of knowledge vividly reflected through their industrial and academic placements. Result can be summarized in the form of more engagement in ABTLS which enhances the probability of acquaintance, thanks to the industry-mapped curriculum. Project-based learning in individual and group form increases the design and problem-solving skill, and requirement of industry is better satisfied. Achievement towards program outcome (PO) helps to produce better human resource in the context of present socio-humanitarian aspect and explores areas of further dynamic modernization of pedagogical methods for future society.
TopIntroduction
Research in the education paradigm is not a very old concept, and a few models are proposed (Cohn. et al., 1996; Prince, 2004; Liu et al., 2010) in the last decade based on the changing socio-economic structures in different countries and corresponding associated needs in the industrial sectors. Traditional input-output based teaching-learning system has certain drawbacks while measuring the outcome of the products (Hake 1998; Kuh 2009) after 10-20 years down the line, and that generates a new perception of teaching methodology (Kuh 2009), based on the requirement of association and assimilation of the biggest stakeholders, and the fruitful utilization of the knowledge in real world. Activity-Based Teaching-Learning system (ABTLS) is the result of such new innovative perception, a new pedagogical concept; where the total system is based on project-oriented learning (Ilter 2014; Sababha et al., 2016), and has become more attractive with progress of time. Flipped classroom is also another new pedagogical method proposed, and claimed as far better concept that the ABTLS (Zainuddin & Halili, 2016; Karabulut-Ilgu et al., 2018), but the concept becomes rarely successful when classroom size is large, and also it depends in the student’s wish and ability of learning. Moreover, uninterrupted connections of internet facility are one of the primary requirements of flipped learning methodology, which can’t be provided by all the countries in its entire region, apart from the economic or knowledge hub. Henceforth, ABTLS stands as a better and fruitful way of implementing outcome-based education where the above-mentioned prerequisites are not entirely essential; and effect of peer-group activity (Hussain et al., 2011) makes a revolution in learning which yields a better human resource in future academia and industry.
In INDIA, higher education system is governed and monitored by University Grants Commission (UGC)/All India Council for Technical Education (AICTE) /Medical Council of India (MCI) which are all under Ministry of Human Resource Development (MHRD), and Engineering is precisely governed by AICTE; whereas Degree is conferred by University. In West Bengal, before getting Accreditation by National Board (NBA), curriculum is totally monitored and controlled by Maulana Abul Kalam Azad University of Technology (MAKAUT), and the data taken from the College was under the governance of MAKAUT till the NBA status is obtained on 2014, and autonomy is received after 2015. So for analysis purpose, we have considered three sets of data, one for 2012 when it is academically controlled by MAKAUT. In 2015, NBA status is received, and academic flexibility is obtained, but ABTLS is not introduced till then. In 2016, with academic autonomy, ABTLS is introduced. Therefore, comparative study is mostly carried out between 2015 and 2016, and sometimes, data for 2012 is also considered.
Key Terms in this Chapter
Program Educational Objective: It defines the accomplishment of a learner attained just after finishing the curriculum and also after a few years of completion as a professional. It should have a direct impact on futuristic development of society and its sustainability.
Bloom's Taxonomy: It is a set of hierarchical models used to classify the objectives of any educational program by subdividing it into different complex levels with pre-specified objectives, specificity and outcome. It is now-a-days modified based on the Outcome Based Education concept and renamed as revised Bloom's taxonomy.
Project-Oriented Evaluation: It is a continuous evaluation process based on the specific task assigned to a learner and measured with respect to percentage of outcome achieved.
Course Outcome: It measures the effectiveness of any particular course offered under a program by measuring the learner's outcome and comparing it with the predefined outcome declared at the beginning of the course by the facilitator, and thus also measures the effectiveness of teaching.
Outcome-Based Education: It is a worldwide accepted educational model where outcome of the course is measured based on “learning by doing” method for each learner by focusing on knowledge gained, skill acquired, and attitude developed.
Activity-Based Teaching-Learning System: It is a unique pedagogical approach where hands-on works/activities/experiments are emphasized for learning simultaneously with theoretical lectures.
Learner-Centric Approach: It is an effective learning method which keeps learner busy through different activities and thus a synonymous of “learning by doing” method by imposing responsibility to learners along with autonomy throughout the learning path.
Program Outcome: It is a measurement of the impact of the program on the learner for that specified discipline through knowledge, skill, and attitude.