School of CSE and IS, Presidency University, Bengaluru hosted a two-day National Conference on the 28th and 29th of April 2023.

The chief guest for the inaugural session was Mr. Jaikumar Subramanian , and the guest of honor was Hon. Pro Vice Chancellor Dr. Surendra Kumar, Hon. Registrar Dr. Sameena Noor Ahmed Panali and Mr. Prasanna Venkatesan . I on behalf of the School of CSE and IS express my deepest gratitude and thanks to The Hon. Chancellor Dr. NISSAR AHMED sir, and Hon. Vice-Chancellor D. Subhakar for their never-ending motivation, support, and encouragement.

Students for the first time were encouraged, motivated, and handheld for taking up fictitious real-time problems as part of their project-based learning in their 8th semester, and the rubrics to assess the project work were tweaked to accommodate marks for publishing a paper or producing a patent on the project work done. It gives me immense pleasure to announce that 156 papers were received from the students of B.Tech. eighth semester, Computer Science and Engineering and allied branches. last but not the least I extend my hearty congratulations to Dr. Gopalkrishna Sham, Dr. Manujakshi and their team for their commendable efforts in making this national conference a grand success.

With the advent of Industry 5.0 leading to the competition between man and machine, it is apparent that intelligent machines will take away all the jobs that involved mundane and routine work done by human beings. It is not wrong if I say that Darwin's theory which was applicable to animals is now relevant to human beings when it comes to survival of the fittest.

It is high time that students should be rescued from the crutches of rote learning and involved in reviving back their natural endowments gifted by God that is critical thinking, lateral thinking, and creativity. It is human beings alone who possess the meta-intelligence and its high time that it should be put into use to compete with AI-based machines, and this is where the need for project-based learning, experiential learning, case-based learning, and research-based learning arises and these different modes of learning should be given higher impetus in Higher Educational Institutions.

Let us try to understand the need for research-based learning

Research-based learning involves the investigation of concepts and theories and allows students to become solution-seekers through an exploratory approach. Compared to a rigid textbook-based style that encourages rote learning, this puts the student at the center of knowledge acquisition.

The 21st century has mandated a global shift towards inquiry, creativity, critical thinking, green inventions, passion, communication skills, and leadership. Research-based learning triggers the development of these qualities by transforming the learner from being a passive participant to an active participant in one’s development journey. Raising questions, seeking solutions, discussions, debates, making assumptions, testing assumptions, testing theories and principles, collecting data, effectively communicating ideas, drawing conclusions, engaging oneself in research activities, learning various research tools and techniques, and engaging with senior professors are some of the ways to trigger research instincts in a classroom.

Importance

The biggest disservice our country’s education system has done is to take away students’ right and opportunity to have a personal experience with the subject. The 21st century requires learners to move from being consumers of information to becoming producers of information.

All life is learning and learning is lifelong. Therefore, students must be encouraged to appreciate the correlation between a scientific temper and quality of life. A mind based on research is an active one eager to unlock and understand the unknown realms of life.

Two components that distinguish school education from the university level are an increased degree of independence and freedom in the learning process and research. If a higher education institute has failed to transform into a self-driven exploratory mode, then it has failed to elevate itself from the level of school. The differentiator is to integrate research into teaching and learning.

Research in India

According to the National Institutional Ranking Framework, Ministry of Education, Government of India, 2020, some of the institutes listed in the top 20 were the Indian Institute of Science, Jawaharlal Nehru University, Banaras Hindu University, University of Delhi, Homi Bhabha National Institute, Vellore Institute of Technology, Aligarh Muslim University. Listed in the top 100 were Thapar Institute of Engineering and Technology, Tata Institute of Social Sciences, Amity University, Shiv Nadar University, and Lovely Professional University. However, the measures used to grant rankings were void of considerations such as employer reputation, student-faculty ratio, academic staff involvement in active research, students’ engagement in active research, research facilities, research centers, and frequency of published papers. This methodology shows a complete disregard for research as a tool to trigger knowledge acquisition.

On the other hand, according to the Centre for World University Rankings, 2021-22 edition, Harvard University was ranked first in research, followed by Stanford University. The University of Oxford was ranked No 4 and MIT No 8. Among the criteria were quality of education, quality of faculty and educational qualifications of faculty, alumni employment rank, and research performance rank. This clearly highlights why the average Indian student aspires to study abroad.

The Teacher’s Role

Teachers play a key role in the success of research-based instruction by?engaging and involving students?in information gathering and processing. While teachers might occasionally provide information through lectures, and textbooks are used as a source of information, there is an emphasis placed on students learning how to seek out and process resources themselves. A teacher provides a climate that supports?student curiosity and questioning. Teachers enable students to ask questions and pose problems. Students are invited to ask and answer questions. The classroom climate is conducive to using higher-order thinking and problem-solving skills to apply knowledge to solve problems. Teachers attempt to build ways for students to take ownership of their learning, to create value and a purpose for learning.

In a research-based learning classroom, teachers often act more like a coach, guiding students as they develop questions and problems, helping students to find, read, sort, and evaluate information, giving students the opportunity to draw their own conclusions, and providing the time and the opportunity for students to communicate results.

Finally, one of the most important components of a successful research-based learning program is the ability to help students understand and apply this approach consistently, by providing them with research-based opportunities for learning. Thus students are encouraged to bring in additional materials and resources to help the class understand a topic, choose and complete projects and performance tasks as part of their units of study, and discuss issues using evidence from sources of information. The classroom climate and environment continually?encourage students?to express their opinions, problem-solve, and think at higher levels.

Student outcomes

Significant outcomes occur when this approach is utilized over time. Learning how to search for and find reliable information and resources is a skill that is important for a lifetime of learning, reading many different kinds of texts strengthens reading skills and builds vocabulary. Thinking skills are developed as students classify, organize, and synthesize information. “Habits of mind,” such as perseverance and resilience are strengthened through long-term projects. Writing skills are developed through note-taking, reflection activities, and many different types of writing tasks.

In addition, students feel greater ownership of their learning and the learning process and thus develop greater self-esteem with regard to learning. There is greater interest in and curiosity about learning and a willingness to work harder to learn. Students are more likely to retain information longer because it is more meaningful to them and organized in a more interesting fashion.

Finally, students are able to learn the difference between reliable and unreliable information, ideas, and resources, a key need in today’s world with so much misleading and erroneous information.

The road ahead

The 21st century needs in students are learning literacy and life skills. Systems, government regulations, and mandates must be put in place to ensure that university students are actively engaged in departmental research and go through compulsory research training modules. Universities must facilitate ample sector-specific internships and fieldwork and have dedicated research centers in each department. Classroom teaching must be linked to research and concept application. The regulatory bodies must ensure that the teaching staff is well qualified and double up as student research guides and mentors. It is also important that university departments build international relations with their global counterparts.

References:

1. solutiontree.com
2. researchgate.net
3. The Hindu