Abstract:
As teaching and learning methods evolve with the incorporation of new ideas, innovations
and technologies, arguments and debates emerge regarding the apt methods of teaching and
learning. The higher education community at large has been debating over the issue for a long
time and is trying to unearth appropriate methods that could be effective and enhance student
learning (Braskamp, and Ory, 1994; Braskamp, and Ory, 2000; Collins and Robert, 2004; Dash,
Patro, Behera, 2013; Khurshid and Ansari, 2012). In this process different methods have been
put to practice. Despite the debates and these efforts to put different methods to practice, no
unanimity on the effective learning methods has been achieved. For some scholars, it could
be a method or process that produces beneficial and purposeful student learning through the
use of appropriate procedures (Centra, 1993). Other scholars argue that it is the creation of
situations in which appropriate learning occurs (Braskamp, and Ory, 1994; Braskamp, and Ory,
2000; Felder, and Brent, 2004). Similarly, according to McCarthy (1992) an appropriate teaching
and learning method is that which presents factual material in a direct and logical manner,
inspires the students from experiences, stimulates thinking to open discussion, and develops
creativity among the students. This supposition is supported by several other scholars (Kochhar.
2000, p.345; Sullivan & McIntosh 1996). Consequently to achieve effective student learning a
large number of ideas and innovations have been incorporated in the teaching and learning
process particularly over the last two decades. The ideas and innovations which are largely
influencing the teaching and learning process include modulating the behavior and attributes
of teachers/ presenters, creation of suitable environment, moving to student centric learning
approach, deciding the size and composition of classes, evolving various teaching methods and
incorporation of digital technology and e-learning system (Bradford and Wyatt, 2010; Caywood
and Duckett, 2003; Khurshid & Ansari, 2012; Rowe, 2006; Teo & Wong, 2000). However, despite
the efforts central key points remain unresolved as to how effective teaching and learning can
be achieved. The scenario becomes more complex in engineering education because of its nature
and type of content it deals with.
