Active Learning in Engineering Education: A Case Study from a Digital Logic Design Course

Abstract

This study explores the design and implementation of active learning strategies in a Digital Logic Design (DLD) course offered at Sultan Qaboos University. By shifting away from traditional lecture formats and incorporating tools such as interactive quizzes, collaborative whiteboard sessions, and real-time feedback mechanisms, the course aimed to increase student engagement and deepen conceptual understanding. A mixed-methods approach was used, including classroom observation, visual documentation, and post-course satisfaction surveys (n = 49). Inferential statistical analyses and effect sizes were calculated on key survey items. Findings indicate that these strategies significantly enhanced both cognitive and affective aspects of learning. This paper offers insights for educators in STEM disciplines seeking to cultivate active learning environments that align with contemporary pedagogical frameworks.