Feedback for relatedness and competence: Can feedback in blended learning contribute to optimal rigor, basic needs, and motivation?

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

1 Citation (Scopus)

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.

LanguageEnglish
Title of host publicationProceedings of 2017 IEEE Global Engineering Education Conference, EDUCON 2017
PublisherIEEE Computer Society
Pages1089-1092
Number of pages4
ISBN (Electronic)9781509054671
DOIs
StatePublished - 7 Jun 2017
Event8th IEEE Global Engineering Education Conference, (EDUCON2017), 25-28 April 2017, Athens, Greece - Athens, Greece
Duration: 25 Apr 201728 Apr 2017
http://www.educon-conference.org/educon2017/

Conference

Conference8th IEEE Global Engineering Education Conference, (EDUCON2017), 25-28 April 2017, Athens, Greece
Abbreviated titleEDUCON2017
CountryGreece
CityAthens
Period25/04/1728/04/17
Internet address

Fingerprint

basic need
Blended Learning
Feedback
tutor
Students
questionnaire
Blended learning
student

Keywords

  • Basic needs
  • Feedback
  • Motivation
  • Self determination theory
  • Workload

Cite this

Bombaerts, G., & Nickel, P. J. (2017). Feedback for relatedness and competence: Can feedback in blended learning contribute to optimal rigor, basic needs, and motivation? In Proceedings of 2017 IEEE Global Engineering Education Conference, EDUCON 2017 (pp. 1089-1092). [7942984] IEEE Computer Society. DOI: 10.1109/EDUCON.2017.7942984
Bombaerts, G. ; Nickel, P.J./ Feedback for relatedness and competence : Can feedback in blended learning contribute to optimal rigor, basic needs, and motivation?. Proceedings of 2017 IEEE Global Engineering Education Conference, EDUCON 2017. IEEE Computer Society, 2017. pp. 1089-1092
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Bombaerts, G & Nickel, PJ 2017, Feedback for relatedness and competence: Can feedback in blended learning contribute to optimal rigor, basic needs, and motivation? in Proceedings of 2017 IEEE Global Engineering Education Conference, EDUCON 2017., 7942984, IEEE Computer Society, pp. 1089-1092, 8th IEEE Global Engineering Education Conference, (EDUCON2017), 25-28 April 2017, Athens, Greece, Athens, Greece, 25/04/17. DOI: 10.1109/EDUCON.2017.7942984

Feedback for relatedness and competence : Can feedback in blended learning contribute to optimal rigor, basic needs, and motivation? / Bombaerts, G.; Nickel, P.J.

Proceedings of 2017 IEEE Global Engineering Education Conference, EDUCON 2017. IEEE Computer Society, 2017. p. 1089-1092 7942984.

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

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Bombaerts G, Nickel PJ. Feedback for relatedness and competence: Can feedback in blended learning contribute to optimal rigor, basic needs, and motivation? In Proceedings of 2017 IEEE Global Engineering Education Conference, EDUCON 2017. IEEE Computer Society. 2017. p. 1089-1092. 7942984. Available from, DOI: 10.1109/EDUCON.2017.7942984