Technology-Assisted Student-Centered
Learning for Civil Engineering Students
Chiranjeevi Rahul Rollakanti, Vikas Rao Naidu,
Ram Kishore Manchiryal, and Kiran Kumar Poloju
Abstract
Advancements in technology have progressed social life
as well as educational scenario over the period. Every
year this scenario undergoes a significant shift, due to
demand of market and increment in various challenges as
per the requirement of different sets of students. Consequently, revisiting the implementation of educational
technology in the teaching and learning process is
extremely important. This paper highlights the impact
of technology to enhance students’ performance in civil
engineering module, in which student-centric approach
was followed. The study was conducted on civil
engineering students at a private college in Muscat,
Oman wherein a flipped teaching approach along with
free online interactive tools is employed on most of the
topics in a basic civil engineering module. A mixed
method of three approaches was utilized in collecting data
through various means such as questionnaires on the
educational technology implemented during module
delivery, records of three controlled groups based on
their performance and participation in student-centric
classroom activities, data and feedback analysis on
students’ coursework and end-of-semester assessments.
Findings revealed a significant and positive impact on
students’ learning experience and their digital competency. The main thrust of the paper is anchored on how
technology can be beneficial in providing ample learning
avenues for students to improve their performance in
class.
Keywords
Educational technology Á Flipped teaching Á Online
interactive tools Á Student-centric approach Á
Teaching and learning
1 Introduction
Over the past few years, there has been an escalation in
adapting innovative teaching methodologies in higher education sector. Recent advancements in technology, phenomenal increase in the availability of Internet, and usage of
smart devices unlocked various opportunities for educators
to implement student-centered teaching and learning strategies. This student-centered learning has shifted the responsibility of learning from educators to students (Babak and
Hamideh 2016). Various researches in the educational field
suggest that flipped teaching approach along with
technology-assisted learning plays an important role in
maximizing the student learning experience. Flipped teaching primarily focuses on engaging students in acquiring
knowledge of new course materials outside the class usually
through free online interactive tools and lecture videos. In
addition, class time is best utilized in applying knowledge
through group-based problem-solving activities or
discussions.
To study the effectiveness of technology-assisted
student-centered learning approach and to assess how technology can enhance student learning experience, authors
have selected a basic civil engineering module—Introduction to Civil Engineering. This module consists of basic
concepts of civil engineering and scientific principles of
construction materials and their properties. The session
comprises of 24 students attending college on full-time
basis. Students were from different socio-economic backgrounds. Module was taught for 15 weeks (one semester) by
the same instructor. Civil engineering students should not
only gain professional basic knowledge but also they must
C. R. Rollakanti (&) Á V. R. Naidu Á R. K. Manchiryal Á
K. K. Poloju
Middle East College, Muscat, Oman
e-mail: rahul@mec.edu.om
V. R. Naidu
e-mail: vikas@mec.edu.om
R. K. Manchiryal
e-mail: ramkishore@mec.edu.om
K. K. Poloju
e-mail: kpoloju@mec.edu.om
© Springer Nature Switzerland AG 2020
M. Mateev and J. Nightingale (eds.), Sustainable Development and Social Responsibility—Volume 1,
Advances in Science, Technology & Innovation, https://doi.org/10.1007/978-3-030-32922-8_18
179
Learning for Civil Engineering Students
Chiranjeevi Rahul Rollakanti, Vikas Rao Naidu,
Ram Kishore Manchiryal, and Kiran Kumar Poloju
Abstract
Advancements in technology have progressed social life
as well as educational scenario over the period. Every
year this scenario undergoes a significant shift, due to
demand of market and increment in various challenges as
per the requirement of different sets of students. Consequently, revisiting the implementation of educational
technology in the teaching and learning process is
extremely important. This paper highlights the impact
of technology to enhance students’ performance in civil
engineering module, in which student-centric approach
was followed. The study was conducted on civil
engineering students at a private college in Muscat,
Oman wherein a flipped teaching approach along with
free online interactive tools is employed on most of the
topics in a basic civil engineering module. A mixed
method of three approaches was utilized in collecting data
through various means such as questionnaires on the
educational technology implemented during module
delivery, records of three controlled groups based on
their performance and participation in student-centric
classroom activities, data and feedback analysis on
students’ coursework and end-of-semester assessments.
Findings revealed a significant and positive impact on
students’ learning experience and their digital competency. The main thrust of the paper is anchored on how
technology can be beneficial in providing ample learning
avenues for students to improve their performance in
class.
Keywords
Educational technology Á Flipped teaching Á Online
interactive tools Á Student-centric approach Á
Teaching and learning
1 Introduction
Over the past few years, there has been an escalation in
adapting innovative teaching methodologies in higher education sector. Recent advancements in technology, phenomenal increase in the availability of Internet, and usage of
smart devices unlocked various opportunities for educators
to implement student-centered teaching and learning strategies. This student-centered learning has shifted the responsibility of learning from educators to students (Babak and
Hamideh 2016). Various researches in the educational field
suggest that flipped teaching approach along with
technology-assisted learning plays an important role in
maximizing the student learning experience. Flipped teaching primarily focuses on engaging students in acquiring
knowledge of new course materials outside the class usually
through free online interactive tools and lecture videos. In
addition, class time is best utilized in applying knowledge
through group-based problem-solving activities or
discussions.
To study the effectiveness of technology-assisted
student-centered learning approach and to assess how technology can enhance student learning experience, authors
have selected a basic civil engineering module—Introduction to Civil Engineering. This module consists of basic
concepts of civil engineering and scientific principles of
construction materials and their properties. The session
comprises of 24 students attending college on full-time
basis. Students were from different socio-economic backgrounds. Module was taught for 15 weeks (one semester) by
the same instructor. Civil engineering students should not
only gain professional basic knowledge but also they must
C. R. Rollakanti (&) Á V. R. Naidu Á R. K. Manchiryal Á
K. K. Poloju
Middle East College, Muscat, Oman
e-mail: rahul@mec.edu.om
V. R. Naidu
e-mail: vikas@mec.edu.om
R. K. Manchiryal
e-mail: ramkishore@mec.edu.om
K. K. Poloju
e-mail: kpoloju@mec.edu.om
© Springer Nature Switzerland AG 2020
M. Mateev and J. Nightingale (eds.), Sustainable Development and Social Responsibility—Volume 1,
Advances in Science, Technology & Innovation, https://doi.org/10.1007/978-3-030-32922-8_18
179