Metacognitive Proactive Hybrid Learning Model Using ICT Tools


Dr. Kendaganna Swamy S
Asst. Prof, Dept of Electronics & Instrumentation Engineering, RV College of Engineering Bangalore, India.

Dr. Subramanya KN
Principal, RV College of Engineering, Bangalore, India.

Prof. Shruthi.P
Asst. Prof: Dept of Computer Science & Engineering, Global Academy of Technology Bangalore, India.

Dr. Ramaa A
Asso. Prof: Dept of Industrial & Engineering Management, RV College of Engineering Bangalore, India.


Many aspects characterized novelty. In both practical and theoretical regards, the difficulties observed in technical education are addressed from the psycho-cognitive and the psycho-pedagogical point of view. The modern education system slowly adapts itself to the most powerful educational tools such as Web-based learning, problem-based learning, and collaborative learning methods. Still, they have their scope and limitations, such as difficulty in integrating online and offline, lack of an assessment tool for quality assurance, etc. Hence, the research work’s objective was to develop a Metacognitive Hybrid Model (MHM) for enhancement of the transformative potential of outcome-based, blended learning in higher technical institutions. The MHM model consists of both full-fledged online as well as conventional classroom instructions. Hence, the proposed MHM is a highly effective and efficient model to improve the basic knowledge of the heterogeneous student community and improve their technical knowledge and progression rate. The analysis of the proposed model’s results was computed based on C.O. (Course Outcomes) attainments, grading statistics, and the success rate. The research results show that the success rate of students who adopted the MHM improved by ~8% compared to conventional teaching methods. MHM increases Course Outcome-1 and Course Outcome-2 by 18% and 9%, respectively, which leads to the improvement of basic understanding and application of technology. A minimal impact on Course Outcome-3 and Course Outcome-4 was observed, which is less than 6% due to an increase in the design aspects of the respective courses that were adopted. MHM has been progressively recognized as one of the essential components for the faculties to nurture their students in an Outcome-Based Education (OBE) System.