Cooperative Learning Case Study

Experiential activities categorized as high fidelity/high complexity most resemble real workplace” conditions, but typically are more difficult for the instructor to manage, resource intensive, and time consuming. Activities that are lower in fidelity are typically more structured and easier to administer, but may be perceived as less relevant by the student, resulting in the experience having less of a learning impact. Finally, team activities that are lower in complexity may not challenge the team nor provide the environment necessary for intense interaction among team members. Experiential activities categorized as high fidelity/high complexity most resemble real workplace” conditions, but typically are more difficult for the instructor

(2011) suggested Cooperative Learning (CL) approach to improve soft skills among students. CL is comprising few essential components, such as interdependence positively, face-to-face interaction, individual and group accountability, and regular assessment of team functioning (Johnson, Johnson, & Holubec, 1993). Collaborative learning (Kenneth Bruffee, 1979) could be another alternative.

Seetha S. (2013), classified the training in soft skills into two parts. One part involves developing attitudes and attributes, and the other part involves fine-tuning communication skills to express attitudes, ideas, and thoughts well. Attitudes and skills are considered integral to soft skills. Each one influences and complements the other. She further elaborated on the training that the emphasis need to be on learning by doing. Since the method of training is experiential and highly interactive, the students imbibe the skills and attributes in a gradual and subtle way over the duration of the

India is not an exception. In many studies conducted on Asian countries and particularly India reported a wide gap between the required skills and the skills developed among engineering students. A report on Asia status, Jonquieres (2006) on soft skills mentioned that skills of the graduates from Asia do not match the needs of the world industry. Today Indian companies (Leitch 2006) are facing intense competition from Multi National Companies (MNCs) who are offering identical services. The only way that Indian companies can continue to dominate this space is by up-developing soft skills in their employees. In a report Giridharadas (2006) concluded that the India's second tier of colleges and universities students received markedly inferior training for developing soft skills, a view echoed by NASSCOM (2011). McKinsey report (2012) concluded that the soft skills shortfall can threaten India's position as the leading offshore outsourcing location. To expand India's infrastructure for higher level technical education and preparing more students for the demands of the global workplace should be a national priority.

Some of the studies addressed the shortage of skilled Indian graduates. Symposium Committee on Comparative Innovation Policy (2007) report stated that "to address India's emerging shortage of qualified graduates, the country's entire system of science