What is 2LearnBTech?

 

2LearnBTech is a carefully crafted program for success in Engineering Semester exams. It is a Video based Learning System, setup to the requirements of your University.

If you are a student, and desire to access 2LearnBtech courses,

  1. At the outset you can confirm the Topic level coverage of syllabus from the Course Coverage Plan for the University of your choice.
  2. Register into a demo course for your branch. The objective of this enrolment is to see the interface, representative quality of teaching/explanation and layout of the courses.
  3. 2LearnBTech can be accessed through a PC or through the 2Learn Android mobile app. PC based access is through a secure browser which you must download for access to courses. However this is not required to access the demo course.
  4. If you are satisfied with the Course and wish to Enrol for the course, please select the course in the Subscription section and proceed as instructed.

Why 2Learn BTech?

 

BTech is a 4 Year degree granting course offered by Indian Universities and Institutes under the aegis of All India Council for Technical Education. MHRD of India through AICTE regulates the conduct of all Technical courses across India.

Under the current structure, first year curriculum is common to all branches of study, and specialisation commences from 2nd year. Principally there are 4 main branches of engineering namely, Computer Science & Engineering, Electrical Engineering, Civil Engineering and Mechanical Engineering. Over a period, several derivatives emerged such as Electronics Engineering, Information Technology, Construction Technology, Production Engineering, Automobile Engineering, Chemical Engineering, Instrumentation Engineering etc. With a view to specialise and differentiate the course offerings, many universities offer amalgamations such as Electrical and Electronics Engineering, Mechatronics etc.

While AICTE has prescribed a model syllabus, universities have the freedom to set their own syllabus and pattern of examination. However, much of the change or freedom is exercised in the Elective subjects, while the Core Engineering subjects have remained unchanged over much of the time.

B Tech is a Professional course. Students are expected to achieve a requisite level of proficiency so that they can be employed by the industry for work. However, in the recent past, there have been several reports of Industry complaints that graduating engineers are not employable. That they lack employable skills. That their level of knowledge of core engineering concepts is below par. Employers have voiced that the graduates lack adequate Technical, Cognitive and Linguistic skills. They also believe that the key they are looking for lies not in mere cognitive knowledge, but its application to solve real world, ill-structured problem. Real world problems are quite different from the well-structured ‘perfect-condition’ classroom problems, where students only required to translate problem-narrative into equations and solve the equations to validate that the values satisfy the problem. This is a linear process that students memorize and habituate to. It develops students with superficial engineering knowledge rather than understanding it profoundly. For students to be able to solve ill-structured problems as encountered in real life situations, they must be equipped with sufficient conceptual framework, and practice of problem solving.

The Institutes and lecturers are charged with the responsibility to structure and deliver the engineering courses in a manner that helps students develop these skills. Some of it may be through project work and internships, but a substantial part would be through classroom instruction, discussion, exploration and analysis of engineering concepts and their application.

Situation from the Faculty perspective is that a) Students come with poor pre-knowledge and foundation skills (poor study skills, poor linguistics etc), b) they seem to have a resistance towards hard work and they avoid stretching beyond their comfort zone, and c) the course coverage itself leaves low/no time for interaction and vision building.

From Student’s perspective many of the concepts taught are theoretical and will never be applied in practical life. They also feel that many teachers are just biding time and appear indifferent to teaching or student performance. Course coverage is slow at commencement and rushed towards the end of the semester. Insufficient subject pre-knowledge frustrates students who don’t feel in control of their learning in or outside the classrooms.

Currently, in the Indian context, much of the available classroom time is spent in just covering the course curriculum and preliminary problem solving. Therefore, not enough time or opportunity is left for students to come prepared to the classroom to a sufficient degree to engage with the Teacher for meaningful exploration of ‘real-world complex problem’. On the other hand, with each passing year, rising industry expectations require ever-larger exposure to, and coverage of, complex core concepts to get students up to the required level.

Would it not be wonderful if the students had access to a resource that they,

  • Come prepared in advance with the concept for the classroom lectures, with the help of senior expert teachers.
  • Could not only understand the concepts very well, and also solve the problems posed in the class.
  • Could recognise that gaps they have in their pre-knowledge from earlier courses and have ready access to material that could bridge that gap.
  • Could study at their own pace, speed and place of choice, repeating the muddy concepts time and again till these became clear.
  • Could access unsolved past year questions, and have somebody solve them in front of them, and then practice some more of the same type.
  • Could have a system that would estimate the time and effort required to cover the concepts and problems for the complete semester course, schedule the same for them on a daily basis, send them notifications for each activity and trace their progress through this schedule.
  • Could access a revisionary course just before the exams that will rapidly refresh the concepts and help them get prepared, with exam orientation.
  • Could do all of the above, without any wastage of time that they experience in the face to face class. Where the Faculty can teach them point-wise and to the point.

Today, there indeed is a need for a well-structured, complete, authentic, exhaustive, semester-exam-oriented package for the engineering students which fully satisfies their University syllabus and prepares them not only for semester exams but also for competitive exams and thereafter for life as an engineer.

Universities List and Programs

Course Layout

A university offers several Branches of Engineering, apart from the First Year Common Courses. Each University follows its own sequence of scheduling courses over the duration of the 4-year engineering course. Please choose the year and the Courses.

Each Course is organised into Sections. A Section is a logical collection of related Topics. Each Topic is covered through a set of Learning Outcomes (LO). A Learning Outcome states what the student should be able to know, or do, upon successful completion of Learning Activities for that Topic.

Each LO is approached through a Learning Module, which is a Video Lesson including the associated Knowledge Check (KC) questions at the end of it. The student must view each LM carefully, make notes as advised; pause, rewind or speed-up the video as required to ensure they understand the concepts being taught. If student is not able to successfully answer the KCs, they are advised to re-view the lesson before proceeding forward.

After LMs for the Topic are completed, the Student should attempt the Outcome Review and Summary Quiz module. The ORSQ module comprises of higher order Past Year Questions (PYQ) for the completed Outcomes of the Topic. In addition, the Teacher will summarise the LOs, discuss the applications and related information.

Problem-Solving Module or PSM is an exam focussed module. For Theoretical topics, the teacher will list and detail the types of exam question that can be expected from the Topic and how to successfully respond to them. For Numerical topics, the teacher will list the types of PYQs, and proceed to solve one problem of each type. The student is expected to solve a similar problem of each type before proceeding to the next type. Each PSM will state several Outcomes which broadly mirror the LM Outcomes.

Through its sequence of Learning Modules, Outcome Review & Summary Quiz, and Problem-Solving Modules, an exhaustive treatment of each Topic is attempted.

A Section Review Test will help you revisit and revise the overall concepts in the section.

A Unit Review Test will similarly help you revise the concepts covered in the Unit.

Daily Recall Practice Module will pose micro-recall challenges at you in the form of MCQs, Flash Cards etc of the Topics you have already covered.

You may pose your doubts in the Course Forum. Here you will also see previous conversation threads which could address your current problem. Being an active participant in the Course Forums could really help you.

Several such current and upcoming features are developed to help you develop concept-clarity, and proficiency in the Subject.

Study Plans

Usually Study Courses guide the student on What (and what not) to study (Syllabus and Content), but do not guide How to Study (method and schedule). However proper Scheduling is the crucial gap between success and failure specially in time-bound, self-study programs. With a view to bridge this need, 2LearnBTech is offering two Study Plan options namely, a) Own Study Plan (OSP) or, b) Guided Study Plan (GSP).

Own Study Plan

  • Own Study Plan allows students to commence study from any Unit and any Section. Within each Section however, the order of coverage of Topics is fixed in accordance to principles of laddered learning. Similarly, the coverage of Learning Activities is also fixed within the Topic. This is understandable since a student will not be able to attempt the Quiz without going through the Learning Modules first, or not be able to do justice to Problem Solving Modules unless they have completed the underlying concepts in the LMs.
  • Once completed the topic may be accessed at will.
  • OSP is beneficial if the student has studied the Topics previously, or they wish to synchronise with the Unit/Section sequence followed at their Institute.

Guided Study Plan

  • Guided Study Plan may be opted by students looking for the optimal method to cover their syllabus and prepare for their exams.
  • Based on the number of Topics in a Course, GSP is designed to run for a defined number of days from the date of enrolment in the Course.
  • A set order of coverage is defined across the Course as per principles of spaced recall. For instance, if LMs, ORSQ and PSM are set for a Topic, LMs and knowledge check would be scheduled on Day1, ORSQ on Day 2 and PSM on Day 6.
    • Scheduling ORSQ after at least one night’s rest allows the learned concepts to consolidate in the sub-conscious mind of the student. Specially with the foreknowledge that they must retrieve the next day.
    • Scheduling PSM after at least 4 days allows the memory of the concept to decay sufficiently. Retrieval after such a period refreshes the memory and helps establish new neural pathways for better memory recall.
  • Apart from the above, Section Review Test, Unit Review Test will be scheduled to refresh the concepts.
  • Student’s memory and concept understanding will be challenged periodically with Flash Cards and short quiz posed intermittently on the covered topics.

Rapid Revision Program

  • Short duration RRP will be offered in select courses.
  • RRP are designed as Semester-exam focussed ‘Crash Course’. Typical RRP is for 12-15 hours only.
  • Typically RRPs will be released approximately 1 month before Semester exams.