Abstract
We inquire how peer and tutor feedback influences students' optimal rigor, basic needs and motivation. We analyze questionnaires from two courses in two subsequent years. We conclude that feedback in blended learning can contribute to rigor and basic needs, but it is not clear from our data what triggers this relation. The data show that feedback does not influence motivation.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of 2017 IEEE Global Engineering Education Conference, EDUCON 2017 |
| Publisher | IEEE Computer Society |
| Pages | 1089-1092 |
| Number of pages | 4 |
| ISBN (Electronic) | 9781509054671 |
| DOIs | |
| Publication status | Published - 7 Jun 2017 |
| Event | 8th IEEE Global Engineering Education Conference, EDUCON 2017 - Athens, Greece Duration: 25 Apr 2017 → 28 Apr 2017 Conference number: 8 http://www.educon-conference.org/educon2017/ |
Conference
| Conference | 8th IEEE Global Engineering Education Conference, EDUCON 2017 |
|---|---|
| Abbreviated title | EDUCON 2017 |
| Country/Territory | Greece |
| City | Athens |
| Period | 25/04/17 → 28/04/17 |
| Internet address |
Keywords
- Basic needs
- Feedback
- Motivation
- Self determination theory
- Workload