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

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Listed:
  • Regina Schmid
  • Christine Pauli
  • Rita Stebler
  • Kurt Reusser
  • Dominik Petko

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.

Suggested Citation

  • Regina Schmid & Christine Pauli & Rita Stebler & Kurt Reusser & Dominik Petko, 2022. "Implementation of technology-supported personalized learning—its impact on instructional quality," The Journal of Educational Research, Taylor & Francis Journals, vol. 115(3), pages 187-198, May.
    • Handle: RePEc:taf:vjerxx:v:115:y:2022:i:3:p:187-198
    DOI: 10.1080/00220671.2022.2089086
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    Cited by:

    1. Mustafa Cevikbas & Gabriele Kaiser, 2022. "Promoting Personalized Learning in Flipped Classrooms: A Systematic Review Study," Sustainability, MDPI, vol. 14(18), pages 1-19, September.

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