Using Self-regulation to develop presentation skills in an integrated curriculum in higher education

Abstract

The focus on developing generic skills in engineering education in parallel with developing domain skills is increasing, perhaps as a response to the increasing demands on the ability of contemporary engineers to communicate within and across knowledge domains. However, the mere addition of such generic skills training to the curriculum seems to fall short. Research shows that the training needs to be an integrated part of the curriculum to get traction, and to improve learning and resource efficiency. This paper describes the development and evaluation of an integrated presentation skills module using a self-regulated learning strategy in an engineering Master’s programme. The qualitative evaluation reveals a number of findings that guide the design of such modules