Department of Humanities and Social Sciences
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Item Engineering undergraduates knowledge: insights into skills awareness, difference and interdependence(Emerald, 2024) Sangwan, Kuldip Singh; Sangwan, DevikaThis study seeks insights into the engineering undergraduates’ knowledge of problem-solving process, teamwork characteristics and communication skills. Design/methodology/approach The data for the study were collected through consecutive sampling technique from 78 engineering undergraduates at the Birla Institute of Technology and Science Pilani, Pilani Campus, India on a five-point Likert scale-based questionnaire.Item Influence of metacognitive awareness on engineering students’ performance: a study of listening skills(Elsevier, 2019) Sangwan, DevikaEducative learning equips learners not with a mechanical set of skills but with a fertile thinking that enables them to holistically nurture their knowledge and skills. Metacognitive awareness, an advanced understanding and execution of skills helps learners not only acquire knowledge of their own cognitive processes but also manage learning activities. This paper aims to trace the impact of metacognition on the extent of the learning (listening skills), the difference between the levels of understanding (assumed and attained), learning of the performance and application of theoretical knowledge of listening skills among engineering students. The study proposes a five-step AWARE concept of metacognition to help the learners become more aware of and reflect on their learning. The study has used consecutive sampling technique and participants are engineering students of BITS Pilani, India. Engineering students assume that their level and clarity of awareness is very high but the findings do not support their assumption. There is a gap in the theoretical acquisition and practical applicability. Metacognition helps learners understand what they know, what they do not know, what they learn, and how they learn. Understanding of and clarity about the process of learning would enable the engineering students to use their listening skills in the learning factories to facilitate the sharing of information.Item Development of the Transversal Competencies in Learning Factories(Elsevier, 2020) Sangwan, Devika; Sangwan, Kuldip SinghTransversal competencies in engineering education enable the engineering graduates to be competitive and adaptive to address the real world industry needs. Learning factories (LF) are suitable tools for enhancing learning experiences where the core competencies and transversal competencies are applied according to different work related situations. Different accreditation agencies have identified and classified different transversal competencies according to the learning outputs of engineering education. This paper tries to identify which of the transversal competencies can be strengthened by the engineering graduates in the learning process at the LF at the stage of planning, execution, and reflection. Semi-structured interviews were conducted with instructors and students who have experience with the LF. LF provide the suitable environment to help engineering graduates to understand and develop transversal competencies – teamwork, communication, creativity and innovation, and lifelong learning – at different stages.Item Role of Self-efficacy in the Learning Output of Engineering Education(Springer, 2020-07) Sangwan, DevikaSelf-efficacy, one’s perception and self-belief in their abilities to do a particular task successfully, plays a crucial part in engineering education. It helps students enhance and strengthen their learning skills. The recent research has added multifaceted and integrated self-efficacy as the main factor of learning, both theoretical and practical. When placed in the professional situation, engineering students seem to face challenges to make significant use of their knowledge despite rigorous exposure to and training in core competency, communication skills, multidisciplinary team work, etc. The paper aims to study the concept of self-efficacy and trace its role in shaping the engineering skills of students. The study is descriptive in nature. The findings indicate that self-efficacy has an essential role in reinforcing the learning output of engineering education.