The effects of controlled self-learning on the improvement of soft and cognitive skills of engineering students: A focused analysis

Abstract

Engineering programs offered by higher education institutions around the world are providing high level of scientific and technical knowledge to students. However, many programs are still adopting the teacher-centered learning method, where the teacher is the main source of knowledge and the students' role is mostly passive. In this case, students are not given autonomy to control their own learning. Moreover, in many programs’ students don't have the opportunity to experiment and explore the material in their own way. This type of learning is less effective than self-directed learning. Indeed, in addition to knowledge, the job market requires soft and professional skills to satisfy the needs of the different stakeholders, developed market, and diversified environment. The skills of communication, leadership, team work, research, and life-long learning are becoming a necessity for engineers in a fast growing industrial and economic environment. This paper analyses the effects of controlled self-learning approaches on the improvement of cognitive and soft skills of students. In this context, different self-learning activities are analyzed to identify the advantages and drawbacks of each method. The analysis shows that the controlled self-learning through team work, group discussion and flipped class are best self-learning practices to enhance soft skills. Moreover, the controlled self-learning is highly recommended for the improvement of the students’ outcomes, especially the called cognitive skills.