Browsing by Author "Mahbubul Islam, Yousuf"

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A Structured Peer Interactive Method to Overcome the Learning Gaps of the Students
(Center for Pedagogy (CP) Established under the Sub-project Titled “Pedagogical Development at Undergraduate and Master’s Level” (CP3357) Independent Univeristy, Bangladesh (IUB), 2016-09-01) Rahman, Sadekur; Badruzzaman, Khalid Been; Nishat, Nazia; Hossain, Kamrul; Mahbubul Islam, Yousuf
Teaching the basics of programming languages to novice learners is a challenging task for teachers all over the world. Even after engaging the latest teaching methods and techniques, it is often found that students have problems in using data, conditions, sequences and loops which are considered the key concepts of programming. In this study, after taking a specially designed test, a web based peer teaching method was used to help students bridge the learning gaps. The design of the test helped to identify learning gaps while debugging simulated errors in a trivial program. To check the effectiveness of this method, a research frame was designed. In the research method it was ensured with a test that none of these students have any prior knowledge about programming. After completing certain level of the course, a test named pre-test was taken to test the level of the students and find out their difficulties in understanding of applying debugging steps, i.e., finding and fixing errors in a computer program. Pre-test score of the students proved that they needed to improve their skills of debugging, i.e., they have problems at differing steps of the process. To mitigate learning gaps, students were instructed to post their problems in debugging online, and their peers were instructed to help their friends overcome their learning gaps. After one week of intervention, a post-test was taken and this time score by the students were found to have improved significantly. One month after the post-test, a retention test was taken and the scores statistically showed that this technique helped the students to overcome their learning gaps as well as to retain their mastery of the debugging process. This web based peer interactive method was found effective to reduce learning gaps and it can be easily applied to any course provided the process steps are individually tested in a test. Without significant online involvement of a teacher the students can help each other to bridge the learning gaps and become more confident learners.
A Sustainable Approach to Establish Industry-Academia Collaboration by Engaging the Rural Community for the Developing Countries
(Australasian Association for Engineering Education, 2023, Rank B, 2023-09) Kabir Peya, Md Mahmudul; Puspita, Afrin Hossain; Alam, Sabrina; Mahbubul Islam, Yousuf; Shahabuddin, A. M.; Hasan, Mahady
Skill and knowledge both play a vital role in sustainable career development. Universities were built to nurture knowledge thus the focus was on offering a knowledge-based curriculum. On the other hand, the industry's requirement is skill. Hence, the demand focuses on employees with real-world and hands-on skills. This gap between academia and industry impacts both students and industry. Furthermore, developing countries commonly lack the infrastructure needed to work with academia to support research that solves industry-specific problems. The motivation of the study is to work in rural development using engineering knowledge from academia. The research question driving the study is, "How can universities of developing countries mitigate the gap between theoretical learning and practical industrial skills?" Due to the rural environments, developing nations rely substantially on small-scale industries related to agriculture, fisheries, forestry, etc. The goal is to develop a model where students will be exposed to rural industry driven problems throughout their academic journey and work to solve the problems. Which will also prepare them for their future professional roles. The research utilizes case study approach by using data from students at Independent University, Bangladesh, where a three-credit Live-in-Field Experience course is in place. This course is a part of the foundational coursework and involves students living in rural areas, identifying issues in the rural sector, and formulating potential solutions. The effectiveness of this approach is evaluated incrementally, with successive student groups improving upon the previously devised solutions. The study shows that incorporating the model into the academic curriculum offers various outcomes. First, the model promotes experiential learning, where students solve real-world problems, particularly in rural areas. This change in teaching practice broadens theoretical concepts and their practical applications. The model creates bridges between academia and industry. Industry personnel will be interested in working and teaching in academia, which will help students get exposure to current industry practices and gain the required skills. The analysis proves that academic curricula that integrate industry-based problem-solving have an impact on both students and industries. The proposed model connects the bridge between academia and industry. Compared to the existing knowledge, this study could redefine our understanding of effective academic-industry collaborations and the role of universities in developing nations to adapt. The novel approach highlights the necessity of a change from knowledge-based education to one that emphasizes application and problem-solving skills.