The effect of feedback on modeling in an authentic process development project

Developing and using models is an important skill employed by practicing engineers that is difficult to cultivate in students. One way to help students develop modeling capability is through feedback. Feedback has been shown to be effective in helping students close the gap between actual and desired performance. This case study investigates the effect of feedback on student teams´ use of models in a three-week, open-ended, process development project in which students conducted experiments using a virtual laboratory. Feedback took place during meetings with an expert coach, termed coaching sessions. Coaching sessions of four teams were found to include a substantial amount of model-related feedback. In addition, an in-depth exploration of a single team provides insight into the impact of both directive and facilitative feedback on student modeling behavior.