Is technology-enhanced feedback encouraging for all in Finnish basic education? A person-centered approach

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Sammanfattning

In Finnish basic education, the majority of teachers give technology-enhanced feedback about learning and behaviour on a daily basis by clicking predefined options in an online platform. In this study, we explored 211003 feedback actions given by 704 teachers to 7811 pupils and their parents using latent profile analysis. Information on individual support needs was used to evaluate whether all pupils are equally encouraged by technology-enhanced feedback. We identified six subgroups for girls and five for boys. Highly encouraging feedback was given mostly to pupils who were rarely absent and who more seldom had special education needs. Negative feedback about behaviour problems was given mostly to boys and the majority of pupils were encouraged only weakly. On average, pupils received feedback according to three different profiles in a single teaching group. We concluded that technology-enhanced feedback in its current form is not equally encouraging for all.
Originalspråkengelska
TidskriftLearning and Instruction
Volym58
Sidor (från-till)12-21
Antal sidor10
ISSN0959-4752
DOI
StatusPublicerad - dec 2018
MoE-publikationstypA1 Tidskriftsartikel-refererad

Vetenskapsgrenar

  • 516 Pedagogik

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title = "Is technology-enhanced feedback encouraging for all in Finnish basic education? A person-centered approach",
abstract = "In Finnish basic education, the majority of teachers give technology-enhanced feedback about learning and behaviour on a daily basis by clicking predefined options in an online platform. In this study, we explored 211003 feedback actions given by 704 teachers to 7811 pupils and their parents using latent profile analysis. Information on individual support needs was used to evaluate whether all pupils are equally encouraged by technology-enhanced feedback. We identified six subgroups for girls and five for boys. Highly encouraging feedback was given mostly to pupils who were rarely absent and who more seldom had special education needs. Negative feedback about behaviour problems was given mostly to boys and the majority of pupils were encouraged only weakly. On average, pupils received feedback according to three different profiles in a single teaching group. We concluded that technology-enhanced feedback in its current form is not equally encouraging for all.",
keywords = "516 Educational sciences, students achievement goals, teacher support, PERCEPTIONS, PARENTS, INTERVENTIONS, METAANALYSIS, EMOTIONS, BEHAVIOR, OUTCOMES, Finland",
author = "Sanna Oinas and Mari-Pauliina Vainikainen and Risto Hotulainen",
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AU - Oinas, Sanna

AU - Vainikainen, Mari-Pauliina

AU - Hotulainen, Risto

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AB - In Finnish basic education, the majority of teachers give technology-enhanced feedback about learning and behaviour on a daily basis by clicking predefined options in an online platform. In this study, we explored 211003 feedback actions given by 704 teachers to 7811 pupils and their parents using latent profile analysis. Information on individual support needs was used to evaluate whether all pupils are equally encouraged by technology-enhanced feedback. We identified six subgroups for girls and five for boys. Highly encouraging feedback was given mostly to pupils who were rarely absent and who more seldom had special education needs. Negative feedback about behaviour problems was given mostly to boys and the majority of pupils were encouraged only weakly. On average, pupils received feedback according to three different profiles in a single teaching group. We concluded that technology-enhanced feedback in its current form is not equally encouraging for all.

KW - 516 Educational sciences

KW - students achievement goals

KW - teacher support

KW - PERCEPTIONS

KW - PARENTS

KW - INTERVENTIONS

KW - METAANALYSIS

KW - EMOTIONS

KW - BEHAVIOR

KW - OUTCOMES

KW - Finland

U2 - 10.1016/j.learninstruc.2018.05.002

DO - 10.1016/j.learninstruc.2018.05.002

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JF - Learning and Instruction

SN - 0959-4752

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