000			a
999			_c10156 _d10156
003			OSt
005			20220721154900.0
008			191121b xxu||||| |||| 00| 0 eng d
040			_aAIKTC-KRRC _cAIKTC-KRRC
100			_910595 _aSharma, Archana
245			_aActive learning _b: an Instructional Technique for Improving Educational Practices
250			_aVol.32(3), Jan
260			_aPune _bEngineering Education Foundation _c2019
300			_a36-39p.
520			_aCollaborative and Active-learning techniques are known to many faculties but they are reluctant to use them in their classes. One of the foremost reasons for not implementing the instructional techniques is their perception about it that it takes too much time and the course remains uncovered. The instructor cannot cover as much material in the course incorporating active learning techniques. Secondly, an instructor requires a lot of time preparing lectures with active learning techniques. A growing body of evidence suggests that students learn more information when they are asked to engage it actively (Springer, 1998). Some case studies have been presented in support of the active and collaborative learning techniques which the millennial learners prefer and that proved that students learning will be life-long when engaged in learning material. Collaborative and active learning techniques along with lecture were used in two courses to prepare the students for the workplace.
650		0	_94642 _aHumanities and Applied Sciences
700			_910594 _aArora, Amarpreet Singh
773	0		_x2349-2473 _tJournal of engineering education transformations _dSangli Rajarambapu Institute Of Technology
856			_uhttp://www.journaleet.org/index.php/jeet/article/view/143012 _yClick here
942			_2ddc _cAR