Effective Teaching And Active Learning Of Engineering Courses With Workbook Strategy

Abstract

Often mismatches between learning and teaching styles arise because students are in majority visual and sensing learners, and most instructors are intuitive and reflective learners. Beside that, textbooks also have their own styles, and their contents, depth of coverage of materials, and organization may affect the teaching and learning environment. Instructor, as the primary selector of the textbook, has the responsibility in providing students with effective teaching strategy. Here, we present a new strategy called the 'workbook strategy," which integrates these four elements: (i) classroom analysis, (ii) use of workbook beside textbook, (iii) group work, and (iv) use of 'blackboard' as information technology. The workbook strategy provides verbal and visual elements of the course material in an organized way, and relates fundamentals to applications. Such strategy may reduce the mismatches between learning and teaching styles, and hence improves active learning, critical thinking, and problem solving skills. Most of the students who are exposed to the workbook strategy have found it very effective in their learning.

Problematization of the Sudanese Engineering Education

“…Prince and Felder [29] described this traditional teaching method as deductive instruction, which implies that: the lecturer explains, to his/her students, general principles and applications of a certain topic; gives students an opportunity to practice these principles by solving a set of homework problems; and finally assesses students' abilities to resolve similar problems. This ineffective teaching style does not consider the various learning styles of engineering students [29][30][31]. Nevertheless, many researchers suggested alternative approaches where students are allowed to work in small groups, using different learning tools [31,32].…”

“…This ineffective teaching style does not consider the various learning styles of engineering students [29][30][31]. Nevertheless, many researchers suggested alternative approaches where students are allowed to work in small groups, using different learning tools [31,32].…”

Concerns Fronting Engineering Education in Sudan: A Review

“…Prince and Felder (2006) defined teacher-centred method as, '… deductive instruction, which implies that: the lecturer explains, to his/her students, general principles and applications of a certain topic; gives students an opportunity to practice these principles by solving a set of homework problems; and finally assesses students' abilities to resolve similar problems. This ineffective teaching method does not promote active learning, deep understanding, based on learner's prior knowledge and learning style (Demirel, 2004;Prince et al, 2006;Felder, 2017).…”

Use of Computer Simulations for the Understanding and Retention of Mathematical Concepts

“…A well-structured computer-based mathematical teaching can enhance information processing. Since 90% of learning happens by doing therefore visual technologies are a better source for understanding the concepts (Simsek, 2002;Demirel, 2004;Türel, 2010Türel, , 2011. Moreover, visual technologies along with audio, animations, and simulation effectively influence student's academic achievement.…”