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Implementation of technology supported personalized learning its impact on instructional quality
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
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  • 24.06.2022
Published in:
  • The Journal of Educational Research. - Informa UK Limited. - 2022, vol. 115, no. 3, p. 187-198
Education
Instructional quality
Personalized learning
Technology
Student-centered perspective
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
  • English
Other electronic version

Publisher's version

License
CC BY-NC-ND
Open access status
hybrid
Identifiers
Persistent URL
https://folia.unifr.ch/unifr/documents/321838
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