Learning Outcomes in Engineering Education: A Review of Experimentation at Walchand Institute of Technology, Solapur

In Indian context, outcome-based education is gradually being adopted. Our institute has switched over to outcome-based education in the recent past. This methodology leads to a quality-based attainment of the program educational objectives (PEOs). However, the program outcomes (POs), based on the graduate attributes, need to be evaluated during their matriculation. These POs can be achieved, to a great extent, through the various course outcomes, which are the results of predefined learning objectives that were set for the course. Higher level of attainment of course outcome entirely depends upon the course content and its effective content delivery. At our institute, certain experiments were carried out to assess the course outcomes. The experiments conducted used a blended instructional strategy. Two experiments were conducted for the computer programming “C” language, while the other was for the System Programming course. Instructional strategies include program visualization, debugger tool, and short-test immediate group discussion used in these experiments.

Program visualization used visual cues to illustrate the flow and execution of a computer program as scaffold in resource-constrained classroom to teach “C” language compared with the traditional approach. This simplified the understanding of dynamic and usually hidden processes during program execution. Debugger tool demonstrated a step-by-step execution of the program and showed the presence of errors and values of memory in the watch window. This helped students to minimize errors and predict the output of the program correctly. Short test followed by immediate feedback and group discussion enhanced learning outcome of the System Programming course. From the above experiments conducted, it is inferred that the students’ learning outcome depends on instructional strategy being used by an instructor. Therefore, while planning for course delivery, on the basis of predefined learning outcome, the teacher needs to develop the assessment measures to be used and then accordingly select instructional strategies for engaging students and assist students in attaining the identified learning outcome. There is no single best strategy available that a teacher should choose, but rather a combination of various instruction strategies will assist students in developing interest, understanding the content, and eventually achieving learning outcomes. Hence, subject teachers need to facilitate the students’ learning process by using instructional strategies relevant to the learning objectives.