ERIC Number: EJ1284489
Record Type: Journal
Publication Date: 2021
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0304-3797
EISSN: N/A
Available Date: N/A
Perceptions of Practical Knowledge of Learning and Feedback among Academic Teachers
European Journal of Engineering Education, v46 n1 p139-160 2021
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.
Descriptors: Engineering Education, Feedback (Response), Teacher Attitudes, College Faculty, Faculty Development, Knowledge Base for Teaching, Learning Processes, Teaching Methods, Case Studies, Learning Theories, Higher Education, Constructivism (Learning), Foreign Countries, Universities
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A
Author Affiliations: N/A