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

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

The Journal of Educational Research, 2022, vol. 115, issue 3, 187-198

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 (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.

Date: 2022
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DOI: 10.1080/00220671.2022.2089086

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