2019/10/17 by Marieke Thurlings, Migchiel van Diggelen
Engineering · Social Sciences · #Engineering Education and Curriculum Development #Evaluation of Teaching Practices #Student Assessment and Feedback
paper · pdf · doi:10.1080/03043797.2019.1677559
openalex publication_date 2019/10/17 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
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.