Implementation of technology-supported personalized learning—its impact on instructional quality

Schmid, Regina; Pauli, Christine; Stebler, Rita; Reusser, Kurt; Petko, Dominik

doi:10.1080/00220671.2022.2089086

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Journal article

Implementation of technology-supported personalized learning—its impact on instructional quality

PSPE

Schmid, Regina ORCID Schwyz University of Teacher Education, Goldau, Switzerland; Center for Teacher Education, University of Fribourg, Fribourg, Switzerland
Pauli, Christine Center for Teacher Education, University of Fribourg, Fribourg, Switzerland
Stebler, Rita Institute of Education, University of Zürich, Zürich, Switzerland
Reusser, Kurt Institute of Education, University of Zürich, Zürich, Switzerland
Petko, Dominik ORCID Institute of Education, University of Zürich, Zürich, Switzerland

24.06.2022

Published in:

The Journal of Educational Research. - Informa UK Limited. - 2022, vol. 115, no. 3, p. 187-198

English Digital technology especially raised hopes to open up new possibilities to personalize learning. Although various schools have implemented approaches of technology-supported personalized learning, the impact on instructional quality remains unclear. As a common definition of the multilayered construct personalized learning is lacking, our study focuses on two theoretical dimensions of technology-supported personalized learning to investigate the impact on instructional quality. For this purpose, our study has analyzed data from a survey of N = 860 students (8th grade) from 31 Swiss schools with personalized learning concepts. Results show that student-centered teaching methods in the context of technology-supported personalized learning stimulate the cognitive activation of the students, and the supportive climate increases slightly with a higher degree of students’ voice and choice on the computer.

Faculty

Faculté des lettres et des sciences humaines

Department

Département des sciences de l'éducation et de la formation

Language