Coaching in design-based learning: a grounded theory approach to create a theoretical model and practical propositions

Diggelen, M.R. van; Doulougeri, Karolina; Gomez-Puente, Sonia; Bombaerts, Gunter; Dirkx, Kim; Kamp, Rachelle J. A.

doi:10.1007/s10798-019-09549-x

Cited by 19 publications

(7 citation statements)

References 61 publications

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“…We offered weekly structured contact moments that allow for individual flexibility (G. J. T. Bombaerts et al, 2018). Oral feedback was organized in weekly coaching sessions (van Diggelen et al, 2019) to support students to give meaning to the process they went through. The number of respondents was too small to perform cluster analysis in the way we did in this article, but the analysis showed that a redesign based on the cluster analysis led to results for the entire group that was significantly better for competence, autonomy, and intrinsic motivation compared to the classical approach (G. Bombaerts et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Motivational dynamics in basic needs profiles: Toward a person‐centered motivation approach in engineering education

Bombaerts

Vaessen²

2022

J of Engineering Edu

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Background While educators strive for optimal student motivation to enhance the quality of learning for all, different students attending the same course can have different needs. Person‐centered approaches on basic needs profiles, categorizing individuals into groups with similar motivational profiles, have the potential to inform the relationship between different variables per cluster and to support instructional design sensitive to student differences. However, they are still absent in engineering education research (EER). Purpose/Hypothesis This gap is addressed by analyzing the basic psychological needs of engineering students as potential mediators during a mandatory, first‐year course on the ethics and history of technology. The aims are thus to (1) determine whether distinct basic needs profiles can be identified and (2) investigate how students' motivation differed and evolved during the course for the different basic needs profiles. Design/Methods Two‐step cluster analyses, MANOVA, and t‐test analyses were conducted using the data collected from 1864 students with digital questionnaires completed at three points within a semester of a course. Results We construed four student profiles from the survey data based on the distinct roles of competence and autonomy, with post hoc tests showing relationships between meaningful differences in evaluation of course elements, motivation, course appreciations, and motivation dynamics. Conclusions The person‐centered approach is promising in engineering education design to answer differences in students' basic needs to improve the quality of learning for all. We showed that the person‐centered approach could also add important insights complementary to the variable‐centered approach in EER on dynamics of motivation for learning.

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Section: Discussionmentioning

confidence: 99%

Motivational dynamics in basic needs profiles: Toward a person‐centered motivation approach in engineering education

Bombaerts

Vaessen²

2022

J of Engineering Edu

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“…Although the system of students giving two individual peer feedbacks and receiving about eight feedbacks for their group in return has shown very good results in other contexts (Bombaerts and Nickel 2017), the time allocated for feedback in this course was too short to give sufficient and qualitative feedback for students. A peer feedback cycle of uploading a first version, giving feedback and implementing the feedback needs time to lead to good coaching (Van Diggelen et al 2019). In a nine-week course, a maximum of two of these cycles seem really feasible.…”

Section: Discussionmentioning

confidence: 99%

Simplify! using self-determination theory to prioritise the redesign of an ethics and history of technology course

Bombaerts

Spahn

2019

European Journal of Engineering Education

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A course on ethics and history of technology, taught to 1886 first-year engineering students of 14 engineering departments was redesigned using Self-Determination Theory (SDT) by adapting many course elements at the same time. We applied the situational level of Vallerand's hierarchical model, analysing how the elements of this ethics and history course influenced basic needs and motivation in a mediating role, which influenced in turn course outcomes. Regression analysis demonstrated the central role of competence in the assignment for intrinsic motivation. A complementary qualitative analysis showed strong polarisation between different types of students and indicated many remaining challenges. We conclude that the Vallerand model was a useful tool for prioritising redesign in this course. We suggest further research in the use of this model, on the role and meaning of competence and on the role of frustration, in ethics and history courses in particular and engineering courses in general.

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“…As a result, e-tutors who are responsible with overseeing the design process must possess talents that will benefit students, particularly in terms of instructional skill selection and application. According to Van Diggelen et al (2021), e-tutors are expected to select teaching and learning methodologies that support students in becoming creative and innovative thinkers and possessing relevant skills to conceptualize the design process. This concept is significant because Orbey and Erdogdu (2020) argued that the design process is a creative activity with some idiosyncrasies, such as intuition and logic, and that their roles in the design process are to demonstrate that they can work together to solve design challenges.…”

Section: Literature Reviewmentioning

confidence: 99%

E-tutors’ instructional strategies in teaching the design process in virtual classroom: A case in an Open Distance eLearning (ODeL) environment

Sedio

2022

Journal for the Education of Gifted Young Scientists

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The technology curriculum is positioned to have the same status as those in mathematics and science curricula. This existence is supplied as a means of advancing knowledge and contributing to key insights into the subject's design process curriculum, particularly in the context of an ODeL. Innovative instructional methodologies are better positioned to develop design process knowledge within the needs of the ODeL environment to meet this requirement. "How did the e-tutors' gained pedagogical knowledge effect the students' learning of the design process?" was studied as a question to help the inquiry get more important insights. This work used a quantitative way to answer the main research question by allowing students to describe how they believe their e-tutor abilities to select instructional tactics to teach the design process. The quantitative data was employed as a scope and depth of comprehension and confirmation of the data gathered in the quantitative approach. Three hundred fifty postgraduate students were chosen from a year module of a degree as a sample. The instructional tactics of the e-tutors in teaching the design process in the virtual classroom were evaluated through an online survey. In the results of the study, in virtual classroom settings, e-tutors were found to have less ability to innovate and employ a broad educational style. It can be recommended to use an alternative model of e-tutor appointments instead of using the existing.

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Coaching in design-based learning: a grounded theory approach to create a theoretical model and practical propositions

Cited by 19 publications

References 61 publications

Motivational dynamics in basic needs profiles: Toward a person‐centered motivation approach in engineering education

Motivational dynamics in basic needs profiles: Toward a person‐centered motivation approach in engineering education

Simplify! using self-determination theory to prioritise the redesign of an ethics and history of technology course

E-tutors’ instructional strategies in teaching the design process in virtual classroom: A case in an Open Distance eLearning (ODeL) environment

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