Perceptions of practical knowledge of learning and feedback among academic teachers

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.

Utilizing Online Quiz Assessment Tool to Provide Timely, Guided Feedback During COVID-19 Pandemic

“…Nevertheless, there is little attempt to provide theoretical grounding for timely feedback especially in engineering education [25]. As a result, the theoretical background for this study is based on the general literature about timely feedback rather than feedback in engineering education.…”

Online Learning Management During COVID-19 Pandemic: A Case Study of Geoinformatics Course Based on Cloud Application

“…Consequently, they gain insufficient knowledge including further understanding of the following chapter. Moreover, the learner is bored and does not want to attend the class, which they will be finally unable to apply it to the practical work [12], [13]. With the advancement of computer technology and network system, there are numbers of software for the teacher to apply to the active learning approach and interact with the learner.…”