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Perceptions of practical knowledge of learning and feedback among academic teachers

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journal contribution
posted on 2019-10-17, 10:28 authored by Marieke Thurlings, Migchiel van Diggelen

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.

Funding

This article strongly builds on work done in a project funded by the 3TU Centre for Engineering Education and the Bachelor College (TU/e).

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    European Journal of Engineering Education

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