Perceptions of practical knowledge of learning and feedback among academic teachers

Marieke Thurlings*, Migchiel van Diggelen

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

This study explores how engineering academic teachers perceive their practical knowledge on learning and feedback. Academic teachers and education directors of different disciplines in an engineering university were interviewed. Responses were analysed using the matrix method and cross-case analysis. Five different profiles emerged that provided insight into educators’ practical knowledge on learning and feedback and the associated relations. Feedback is not only a necessary tool to foster learning but is also intrinsically interlinked to learning. Learning and feedback were observed to be dynamic during the study programme. Findings suggest that learning theories can be useful to label, describe, and interpret practical knowledge on learning and feedback. The study has practical implications for those supporting academic teachers’ professional development in higher engineering education (HEE) with respect to providing feedback.
Original languageEnglish
JournalEuropean Journal of Engineering Education
DOIs
Publication statusE-pub ahead of print - 17 Oct 2019

Fingerprint

Feedback
teacher
learning
engineering
study program
Engineering education
learning theory
director
Labels
education
Education
educator
university

Keywords

  • Practical Knowledge
  • Feedback
  • Interviews
  • Higher Engineering Education
  • feedback
  • higher engineering education
  • Practical knowledge
  • interviews

Cite this

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abstract = "This study explores how engineering academic teachers perceive their practical knowledge on learning and feedback. Academic teachers and education directors of different disciplines in an engineering university were interviewed. Responses were analysed using the matrix method and cross-case analysis. Five different profiles emerged that provided insight into educators’ practical knowledge on learning and feedback and the associated relations. Feedback is not only a necessary tool to foster learning but is also intrinsically interlinked to learning. Learning and feedback were observed to be dynamic during the study programme. Findings suggest that learning theories can be useful to label, describe, and interpret practical knowledge on learning and feedback. The study has practical implications for those supporting academic teachers’ professional development in higher engineering education (HEE) with respect to providing feedback.",
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Perceptions of practical knowledge of learning and feedback among academic teachers. / Thurlings, Marieke; van Diggelen, Migchiel.

In: European Journal of Engineering Education, 17.10.2019.

Research output: Contribution to journalArticleAcademicpeer-review

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AB - This study explores how engineering academic teachers perceive their practical knowledge on learning and feedback. Academic teachers and education directors of different disciplines in an engineering university were interviewed. Responses were analysed using the matrix method and cross-case analysis. Five different profiles emerged that provided insight into educators’ practical knowledge on learning and feedback and the associated relations. Feedback is not only a necessary tool to foster learning but is also intrinsically interlinked to learning. Learning and feedback were observed to be dynamic during the study programme. Findings suggest that learning theories can be useful to label, describe, and interpret practical knowledge on learning and feedback. The study has practical implications for those supporting academic teachers’ professional development in higher engineering education (HEE) with respect to providing feedback.

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