Implementation of technology-supported personalized learning—its impact on instructional quality. Issue 3 (4th May 2022)

• Record Type: Journal Article
• Authors: Schmid, Regina; Pauli, Christine; Stebler, Rita; Reusser, Kurt; Petko, Dominik
• Is Part Of: Journal of educational research. Volume 115:Issue 3(2022)
• Page Start: 187
• Page End: 198
• Publication Date: 2022-05-04
• Subjects: Instructional quality -- personalized learning -- student-centered perspective -- technology; Education -- Periodicals; 370.705
• DOI: 10.1080/00220671.2022.2089086
• Languages: English
• ISSNs: 0022-0671

Abstract

Abstract: 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 (8 th 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.