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.

摘要

数字技术尤其激发了人们希望为个性化学习开辟新的可能性。尽管各个学校已经实施了技术支持的个性化学习方法，但对教学质量的影响仍不清楚。由于缺乏对多层结构个性化学习的通用定义，我们的研究侧重于技术支持的个性化学习的两个理论维度，以调查对教学质量的影响。为此，我们的研究分析了来自 N = 860 名学生（^第8年级）来自 31 所具有个性化学习理念的瑞士学校。结果表明，在技术支持的个性化学习背景下，以学生为中心的教学方法激发了学生的认知激活，随着学生在计算机上的发言权和选择程度的提高，支持气氛略有增加。