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
Pages (from-to)139-160
JournalEuropean Journal of Engineering Education
Volume46
Issue number1
Early online date17 Oct 2019
DOIs
Publication statusPublished - 2 Jan 2021

Keywords

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

Fingerprint Dive into the research topics of 'Perceptions of practical knowledge of learning and feedback among academic teachers'. Together they form a unique fingerprint.

Cite this