Ascertaining Affective Domain in Engineering: A New Learning Concept

Abstract

Engineering Education has always been focusing on the development of technical skills since decades. Technological advancement and digitalization have enabled the educators to implement various teaching pedagogies for the Digital Natives [1]. According to the World Bank report on the employability and skill set of newly graduated engineers in India, the core employability skills like self-discipline, reliability, self-motivation, team work, willingness to learn, flexibility, empathy, understanding and taking instructions for assignments with the weightage of 4.27 and communication skills with the weightage of 4.01 are prioritized much more than the professional skills with the average of 3.91 [2]. The three skills groups identified by The World Bank, partly underpinned by the tripartite conceptualization of learning as cognitive, psychomotor and affective domain of Bloom’s taxonomy are an important source of investigation for teaching learning pedagogy [3]. The engineers always play a critical role in the development of the society which demands from them critical thinking, problem solving, collaboration skills, decision making, communication skills, integrity, realizing human values, being compassionate and accountable etc. These skills enable them to work for the welfare of mankind. Much of the research has emphasized to have such types of skills among the engineers but increased demand and increased number of qualifying engineering graduates have led to poor quality of education and consequently skill shortage. This paper presents a unique pedagogical framework focusing on the development of affective domain among the first year engineering students. The authors ascertain that the cognitive domain has been always emphasized in engineering education, more than the affective domain, albeit affective domain is substantial for engineers. The affective domain, arguably the most complex, [4] is about students’ values, attitude, emotions, appreciation etc. The authors have adopted a new hybrid learning concept offering a conducive, student-centered learning environment that motivates and enhances students’ engagement with their peers, friends, teachers and the institute. This paper discusses a new learning concept, specific to engineering education for the smooth transition of the students to real contributors and life-long learners by acquiring some indispensable 21st century skills.