Teaching digital electronics course for electrical engineering students in cognitive domain

Mohammad

Islam

et al. 2018

IJLT

Self Cite

Electrical and Electronic Engineering (EEE) Department of Southeast University (SEU) considers student opinion as an essential component for the continuous quality improvement process of the program offered by the department. Because, students are the most important stakeholder of the department. To get their opinion and feedback about the department, a survey form was designed identifying six broad categories of the factors that determine the student satisfaction level. In each category, there were several questions that were included in the survey form to know to rate their level of satisfaction on each factor. The main focusing areas were quality of learning environment, academic strengths, campus life, physical facilities, management and leadership as well as extra- and co-curricular activities of the department. Responses were taken on a five-point likert scale for each question. Sample size were chosen based on Krejcie and Morgan formula from the group of a 580 registered existing stduents of the EEE department of Southeast University. Afte collection of data using the survey tools, we analyzed the data to determine the satisfaction level of EEE students studying at Southeast University. The results and analysis of the data were sent to the to the university authority to decide how to improve the quality of education and other facilities of the department as well as of the university.

Section: Recommendations Based On Findings and Discussionmentioning

confidence: 99%

Determination of satisfaction level of Electrical and Electronic Engineering students of Southeast University

Mohammad

Islam

et al. 2018

IJLT

Self Cite

“…Since all students' views will not be the same, marks will vary based on topic, writing quality, the number of words/pages, grammar and spelling errors etc. h. There should be some critical thinking and higher order skills-related cognitive domain questions (Bhuyan, 2014;Bhuyan & Khan, 2014) to distinguish between high and lowperforming students. In viva voce, such type of questions should be asked to assess and evaluate the course outcome (CO) attained (Bhuyan & Khan, 2020;Bhuyan & Tamir, 2020) by each student individually, and for this purpose, the assessment plan and questions should be set accordingly.…”

Section: Preparation For Online Classmentioning

confidence: 99%

Practices of online teaching, learning and assessment of the students of the BSc in EEE programme during the COVID-2019 pandemic

2021

CERJ

Self Cite

Most of the educational institutions, from primary level to tertiary level, had to be closed when the coronavirus pandemic affected the world in 2020. Then, educators became concerned about the education of the students as they were completely relying and habituated on face-to-face teaching–learning processes. This paper reports on how the Department of Electrical and Electronic Engineering has faced that challenges in bringing the students to online classes as well as how they assessed and evaluated the students. A survey was conducted among the students who registered for the course with 14 survey questions. From the results, online classes are the best solution to the challenge; some students faced connectivity problems but it was concluded that the main purpose of teaching online is to continue the education process. Despite some challenges encountered, the teaching–learning process of the teachers and students was successful through this newly reformed system of education. Keywords: Online assessment, online class, online teaching, online learning, COVID-19.

“…To provide students with the necessary knowledge of the capstone project, various levels of the cognitive domain in the teaching-learning strategies are followed in this course. It has been observed that this technique is more realistic than that in the traditional technique of teachinglearning strategies (Bhuyan, 2014;. The measurement of the attainment level of each CO and PO is carried out by using one or more components of the rubricbased assessment tools (Table 1).…”

Section: Co-po Mapping and Performance Assessmentmentioning

confidence: 99%

Assessing ‘lifelong learning’ through the capstone design project of BSc in EEE Programme

2021

IJLT

Self Cite

Engineering education accreditation agencies have prepared a list of skills called programme outcomes (POs) or graduate attributes that a graduate must attain before his graduation from any engineering discipline. Of these POs, one of the important outcomes is lifelong learning. This skill is one of the most perplexing skills that graduates require in their professional careers. While most of these outcomes are measurable through the accustomed techniques, assessing lifelong learning is more challenging for faculty members and educators. Selecting a course to teach and assess lifelong learning is also a difficult job. The capstone design project (CDP) course may be an excellent means of transferring and strengthening the skills and proficiencies associated with lifelong learning. This paper explores how ‘lifelong learning’ as one of POs can be delivered, supervised, assessed and evaluated through the three CDP courses (EEE492, EEE494 and EEE496) integrated into the Bachelor of Science in Electrical and Electronic Engineering programme at Southeast University. Furthermore, this paper discusses about developing an appropriate assessment plan and rubrics to ascertain the achievement of these three courses in fulfilling this component of the accreditation. Evaluation data of the lifelong learning, assessed by the board of examiners during the final defence, is presented. Based on this, their achievements of the PO related to lifelong learning are discussed. Keywords: Capstone design project, lifelong learning, OBE, PO assessment.