Abstract:

An empirical observation seems to reveal that the engineering student presents a strong bias towards calculations based on formulae. “Give them data and formulae, they will crunch the number and come up with some sort of results”. The bias seems heavy to the extent that their ability for logical engagement with the relevance of results obtained faces extinction. An argument is put forward that grooming effective communication could alleviate the situation. Proper command of tools of verbal and written articulation of one’s idea is essential. Not only do they need to be able to discuss in plain common language, but they should also be able to tell the story behind that formula. Mathematical and engineering sketching and graphical communication become an essential language rather than just those other subjects to be studied for an exam.

A quick study conducted on a test group revealed that the ability to narrate their results and debate on their work is not very effective amongst engineering students. The formula could be useful but it sometimes hamper proper understanding. The formulation and articulation of the concept based on the understanding of underpinning fundamentals adds more value to the academic interaction. A slight variation of a problem successfully attempted by a student was suddenly very difficult to solve. Students that successfully engaged with narrated component of the previous assessment had no problem relating to new problem formulations. The study stands on principles of good practices for efficient packaging of online content to facilitate effective learning, engaging the student as an active stakeholder to the process. It is concluded that encouraging engineering students to narrate their results could be very beneficial and technology can be handy as an implementation tool especially in the case of large class groups.