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Aurora has been continuously striving to renovate the teaching learning process through introduction of modern teaching learning methodologies and techniques for the students. Aurora believes that the teaching learning process should be comprehensive that enhances the knowledge of the students and makes them all round in their professional endeavors. The Teaching Learning methodology followed at Aurora's Business School is a combination of
There are various modules of the teaching learning process and these are executed with thorough research, meticulous design and careful planning and implementation of the techniques identified in each of the methodology.
Under this category, the teacher is the central figure in the learning activity. The teacher plans and delivers the contents as per a pre-defined schedule and majority of the instruction delivery shall be undertaken by the teacher with limited scope for student participation. Conventional teaching is further divided into
The teaching learning phenomenon is a process that incorporates many changes as per the latest happenings in the academic world and as per the changing needs of the students and the innovations of teachers in imparting instruction. World's leading universities like Cambridge, Yales etc. have evolved a revolutionary concept called 'Student Reflection' where the student shall experience, observe, prepare an abstract concept followed by practice. Unlike the traditional method of teachers imparting the entire syllabus through classroom instruction, reflection provides enormous scope for the students to learn through their own experience and follow the same through journal reporting, preparation of concepts and then practicing the same through innovative methodologies. Student reflection is significant for the development of students especially in practical oriented courses where the experience matters a lot.
The following is the step-by-step process through which student reflection can be implemented for assessment and evaluation as well.
The students have to understand the concepts of the study through the information received from the instructor and prepare a note of the contents by undergoing a thorough review of the literature available, peer discussion and participation in individual/group activities to gain knowledge on the concepts discussed by the instructor.
The students have to make a note of the peer group discussions, results of the individual, group activities in a student journal from time to time. The student journal has to be properly organized with date wise observations, notes and inputs from the instructors and peers.
Based on the experiences and observations noted by the students in their journal they have to prepare an abstract of concepts discussed by the instructor in the class sessions. Development of an abstract concept is the key for student's understanding and reflection of the learning. The concepts have to be prepared as per the contents of the course curriculum.
The students have to practice the abstract concepts developed by them as a part of student reflection and prepare a final note of his/her learning experience and outcomes in a structured manner either through a consolidated report or through an essay as may be decided by the instructor. This report or essay will be evaluated for the student reflection by the instructor which will reflect the student learning in the concerned subject/course with the award of marks or grades as per the course regulations.
Interactive Teaching Learning (ITL) methods are supplementing the conventional teaching methodologies in all areas of higher education including management education. This has manyadvantagescomparedtothetraditionalmethodofteachingastheinteractionandparticipation of the students is the primary focus in these techniques. ITL results in increased knowledge sharing among students, enhanced peer learning and helps in the all-round personality development of the students.
The ITL includeThese interactive sessions are used for all the courses with five sessions each in all the Quarters. Thus by the end of the PGDM programme at the ABS, a student shall be able to communicate well in any of the above areas.
Experiential learning facilitates "learning by doing." It teaches the students competencies they need for real time success. A true experiential learning creates an invaluable opportunity to prepare students for a profession or career. It enables the students to encounter the real time activities and learn through experiencing the same. This aims at increasing the observation capabilities of students and helps them to understand the practical aspects of theoretical concepts.
The AICTE in the model curriculum has defined some 'Alternative Study Credit Activities' to be undertaken by the students as experiential learning activity. The following are the activities that the students have to undertake during different quarters either as an individual/group activity.
| S.No. | Course Type | Quarter | Max. Marks |
|---|---|---|---|
| 1. | Communication through Theatre Techniques | 1st Quarter | 50 |
| 2. | Social Sensitization Project | 2nd Quarter | 50 |
| 3. | Community Development Project | 3rd Quarter | 50 |
| 4. | Rural Innovation Project | 4th Quarter | 50 |
| 5. | Internship | 4th Quarter | 50 |
| 6. | Global Virtual Teams Project | 5th Quarter | 50 |
| 7. | Capstone Project | 8th Quarter | 100 |
Supplementary Teaching includes orientation on Attendance, Discipline, Mentoring, Counselling and other student support initiatives extended for promoting their holistic development. The ABS is well known among the student and parent communities for its best practices in supporting the students in all academic, personal and other endeavours.
The Research Learning is a unique concept introduced by Aurora to inculcate Research culture among the students and encourage them to undertake research on their own. There are two components in the Research Learning.
| S.No. | Course Type | Quarter |
|---|---|---|
| 1. | Theory of Knowledge | 5thQuarter |
| 2. | Extended Essay | 6thQuarter |
