An Experiential Learning-Integrated Framework to Improve Problem-Solving Skills of Engineering Graduates

Autor/inn/en	Sangwan, Kuldip Singh; Singh, Rajni
Titel	An Experiential Learning-Integrated Framework to Improve Problem-Solving Skills of Engineering Graduates
Quelle	In: Higher Education, Skills and Work-based Learning, 12 (2022) 2, S.241-255 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sangwan, Kuldip Singh) ORCID (Singh, Rajni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-3896
DOI	10.1108/HESWBL-02-2021-0033
Schlagwörter	Experiential Learning; Problem Solving; Engineering Education; College Students; Skill Development; Teaching Methods + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Problemlösen; Ingenieurausbildung; Collegestudent; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Purpose: Problem solving skills (PSS), an important component of learning outcomes, is one of the desirable skills in engineering graduates as stated by many employers, researchers and government bodies in India for a strong foothold in professional world. There is a need to develop comprehensive understanding and integration of theory (concept) and practice (process) of PSS in the context of experiential learning (EL). Design/methodology/approach: The present study is qualitative in nature using a conceptual research design focussing on synthesis and model building framework. The key elements of the study are PSS, EL and their integration. The study seeks to develop conceptual integration of PSS across multiple theories and perspectives. It offers an enhanced view of a concept of PSS by summarising and integrating extant knowledge. It presents the complete and comprehensive meaning/definition of PSS. Subsequently, it also explores EL and synthesises the different variants of EL that can be used to develop PSS. Finally, the study builds a theoretical framework that proposes integration and interplay between PSS and EL. Findings: Problem-solving operates at three levels: problem concept (nature and context), process (stages with strategies) and solution (open-ended). EL can be used as a tool to develop PSS in an integrated manner. It is found that EL and problem-solving interplay with each other as both are cyclic in nature and have commonalities strengthening each other. Practical implications: The proposed framework can be adopted in engineering education for making the engineering graduates job ready. Originality/value: The study proposes a framework based on integration of EL and problem-solving focusing on specific aims and goals of the course, learning approaches, learning strategies and authentic learning (learning environment). This integration would bridge the gap between engineering education and industry requirements. EL integrated problem-solving focus on pedagogical knowledge (knowing how to facilitate discussion among learners and curricular knowledge) and instructional knowledge (knowing how to introduce, organise different methods and assess). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01