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

Onderzoeksoutput: Hoofdstuk in Boek/Rapport/CongresprocedureConferentiebijdrageAcademicpeer review

Uittreksel

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.

TaalEngels
TitelProceedings of 2017 IEEE Global Engineering Education Conference, EDUCON 2017
UitgeverijIEEE Computer Society
Pagina's1089-1092
Aantal pagina's4
ISBN van elektronische versie9781509054671
DOI's
StatusGepubliceerd - 7 jun 2017
Evenement8th IEEE Global Engineering Education Conference, (EDUCON2017), 25-28 April 2017, Athens, Greece - Athens, Griekenland
Duur: 25 apr 201728 apr 2017
http://www.educon-conference.org/educon2017/

Congres

Congres8th IEEE Global Engineering Education Conference, (EDUCON2017), 25-28 April 2017, Athens, Greece
Verkorte titelEDUCON2017
LandGriekenland
StadAthens
Periode25/04/1728/04/17
Internet adres

Vingerafdruk

basic need
Blended Learning
Feedback
tutor
Students
questionnaire
Blended learning
student

Trefwoorden

    Citeer dit

    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 (blz. 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. blz. 1089-1092
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    title = "Feedback for relatedness and competence: Can feedback in blended learning contribute to optimal rigor, basic needs, and motivation?",
    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.",
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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, blz. 1089-1092, Athens, Griekenland, 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. blz. 1089-1092 7942984.

    Onderzoeksoutput: Hoofdstuk in Boek/Rapport/CongresprocedureConferentiebijdrageAcademicpeer 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. blz. 1089-1092. 7942984. Beschikbaar vanaf, DOI: 10.1109/EDUCON.2017.7942984