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_c10158 _d10158 |
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003 | OSt | ||
005 | 20220721154900.0 | ||
008 | 191121b xxu||||| |||| 00| 0 eng d | ||
040 |
_aAIKTC-KRRC _cAIKTC-KRRC |
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100 |
_910584 _aNallakukkala, Sirisha |
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245 | _aImpact of Integrating Self-Study Module in Chemical Engineering Course | ||
250 | _aVol.32(3), Jan | ||
260 |
_aPune _bEngineering Education Foundation _c2019 |
||
300 | _a48-55p. | ||
520 | _aIn the current day method of instruction contextual education is the unique method to express learners the concepts that are being trained in a subject domain to physical industrial problems. Students are open to real-life problems to assimilate and increase the knowledge proficiencies from multi disciplinary developments that can enhance their engineering awareness talents, ability to work in diverse team. On other hand through self-study teacher gain deeper understanding of how to nurture motivation technique of teaching in classroom. Assessing students on basis of their critical thinking, creativity, attitude towards task, and approach towards the solution of engineering problem play a critical role in motivational technique of teaching learning process. Motivation derives from quantifying the students learning. This paper compares attainment of program outcomes (POs) and Course outcomes (COs) for comprehensive course with and without incorporating self-study module. Finally it is found that more percentage of outcome is achieved through implementation of self-study programme. The main findings from the self-study showed progressive outcomes regarding learning, organizing, time disbursed in the laboratory, creative thinking and student insight. | ||
650 | 0 |
_94642 _aHumanities and Applied Sciences |
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700 |
_910585 _aSiddiqui, Shabnam |
||
773 | 0 |
_dSangli Rajarambapu Institute Of Technology _tJournal of engineering education transformations _x2349-2473 |
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856 |
_uhttp://www.journaleet.org/index.php/jeet/article/view/143014 _yClick here |
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942 |
_2ddc _cAR |