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

Oinas, Sanna; Vainikainen, Mari–Pauliina; Hotulainen, Risto

doi:10.1016/j.learninstruc.2018.05.002

Cited by 8 publications

(11 citation statements)

References 38 publications

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“…Although the number of profiles varies, it seems that differently distributed profiles can be detected, indicating that pupils receive technology-enhanced feedback unequally and, more importantly, that technology-enhanced feedback is associated with the learning and academic well-being of pupils. Thus, the current results support the earlier findings (Oinas et al, 2018). Data were collected by asking pupils to self-rate the technology-enhanced feedback they had received, and therefore it should be borne in mind that the reported amount and quality of feedback may not be completely accurate.…”

Section: Limitationssupporting

confidence: 83%

“…Although encouraging feedback to support motivation is mainly recommended (Hattie & Timperley, 2007;Ryan & Deci, 2000a), some platforms still deliver only negative information about missing assignments or failed exams (Bergman & Chan, 2017). A recent study about technology-enhanced feedback showed that boys and pupils with special needs are more likely to be on the receiving end of criticism related to behavior instead of encouragement (Oinas et al, 2018), which would be more effective (Hughes, 2010;Reeve et al, 2009). Surveying pupils' perceptions is important, as Cutumisu (2019) recently found that an adopted mindset moderates taking advantage of technology-enhanced feedback.…”

Section: Technology-enhanced Feedbackmentioning

confidence: 99%

“…Although an extensive body of literature suggests encouraging feedback to support learning (e.g. Hattie & Timperley 2007;Hughes, 2010), recent findings about technology-enhanced feedback provide evidence of negative feedback and unequal technology-enhanced feedback practices by teachers (Kuusimäki et al, 2019;Oinas et al, 2017Oinas et al, , 2018. Pekrun and colleagues (2014) conclude that feedback mediates both cognitive and affective factors and, therefore, connections between learning and academic well-being and technologyenhanced feedback are studied using LPA.…”

Section: Research Questionsmentioning

confidence: 99%

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Technology-enhanced Feedback Profiles and their Associations with Learning and Academic Well-being Indicators in Basic Education

Oinas

Thuneberg

Vainikainen

et al. 2020

CONTEMP EDUC TECHNOL

Self Cite

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As a variety of commercial educational applications are currently being taken into daily use to provide technology-enhanced feedback, research is needed to observe whether pedagogical evidence of the impact of feedback on learning and well-being is being utilized. To this end, this study explores the connections between technology-enhanced feedback, motivation, competence and the relationship with teachers. A nationally representative sample of pupils undertaking Finnish basic education (N=2031) was analyzed using latent profile analysis. Seven patterns for receiving technology-enhanced feedback were identified. Most girls (80%) and boys (55%) belonged to groups receiving mainly positive feedback in the form of teacher praise, which was connected to the highest scores in all measured indicators. Although the results indicate teachers' efforts to encourage pupils through technology-enhanced feedback, we also identified profiles in which pupils (up to 30%) repeatedly received negative feedback related to behavior problems or forgotten matters, as well as profiles in which pupils (5%) reported that they never received any technology-enhanced feedback at all. Pupils who did not receive any feedback reported the lowest values in all scales. The relationship with teachers was particularly weak for pupils receiving negative feedback or no feedback. The results indicate that current technology-enhanced feedback practices do not fully meet pedagogical knowledge concerning efficient feedback.

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Section: Limitationssupporting

confidence: 83%

Section: Technology-enhanced Feedbackmentioning

confidence: 99%

Section: Research Questionsmentioning

confidence: 99%

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Technology-enhanced Feedback Profiles and their Associations with Learning and Academic Well-being Indicators in Basic Education

Oinas

Thuneberg

Vainikainen

et al. 2020

CONTEMP EDUC TECHNOL

Self Cite

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“…If communication practices are not carefully considered, schools seem to provide corrective feedback more than appreciative feedback on student accomplishments [1]. A recent Finnish study on technologyenhanced feedback confirms that many students receive more negative or neutral feedback than encouraging feedback [15]. Without sufficient knowledge and open discussion, the rules of communication remain unclear, and myths arise about what communication should be [16].…”

Section: Communication In Parent-teacher Partnershipmentioning

confidence: 99%

Parents’ and Teachers’ Views on Digital Communication in Finland

Kuusimäki

Uusitalo-Malmivaara

Tirri

2019

Education Research International

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Parents’ and teachers’ well-functioning communication supports their partnership and also benefits pupils’ well-being. Today, communication largely takes place using electronic tools. In the current study, Finnish parents’ (N = 1123) and teachers’ (N = 118) opinions on digital communication in urban and rural areas were studied by applying a new 14-item Digital Communication Scale (DCS) created for the purpose. The three-factor structured DCS was used to elucidate parents’ and teachers’ views on their partnership, feedback, and clarity of messaging. In contrast to some negative headlines and myths, the main finding of our study was overall satisfaction with digital communication, which was seen as supporting the parent-teacher partnership and providing valuable information on pupils’ development and their everyday issues. In particular, rural parents seemed satisfied with digital communication as a partnership-building tool. However, the view of parents was that they received less encouraging feedback about their children than teachers believed they had given. On the other hand, teachers experienced more ambiguity in digital communication than parents. This was more salient among urban teachers than among rural teachers. To summarize, rural parents and rural teachers saw digital communication as serving their collaboration better than did their urban peers. The results of the current study can be used for further development of parent-teacher communication in digital environments.

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“…Digital communication (DC) in Finland has facilitated frequent and effective twoway communication and feedback between teachers and parents [4,5]. However, the quality and quantity of teacher feedback varies a lot, as do parental experiences of received feedback [22,32]. The same message may be understood very differently depending on the expectations and overall attitudes to school and digital communication.…”

Section: The Current Studymentioning

confidence: 99%

Predictors of Parental Contentment with the Amount of Encouraging Digital Feedback from Teachers in Finnish Schools

2021

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The Finnish National curriculum obligates teachers to give parents encouraging feedback about their children’s learning and development, the aim being to build a constructive relationship between homes and schools and to encourage close collaboration among all parties. Teachers in Finland nowadays use digital platforms that allow effective online communication. The frequency and quality of such communication vary a great deal. In particular, there seems to be a lack of clarity concerning the amount of encouraging feedback delivered in this way. The focus in this paper is on the extent to which Finnish parents (N = 1117) in both urban and rural areas are content with the amount of such feedback. We carried out a logistic regression analysis to predict parental contentment with the amount of encouraging messaging, with the pupil’s grade level, parental attitudes to digital communication, as well as parental educational level and gender as independent variables. In sum, parents who were less highly educated, with a neutral-to-positive attitude to digital communication and with a child in lower secondary school were most likely to be content with the amount of communication. These results have both research and practical implications in terms of enhancing the understanding of how best to deliver encouraging digital feedback between homes and schools. Furthermore, it seems that teacher education should focus on communicative competence early on. The current study completes our three-part series of studies on digital home–school communication in Finland.

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

Cited by 8 publications

References 38 publications

Technology-enhanced Feedback Profiles and their Associations with Learning and Academic Well-being Indicators in Basic Education

Technology-enhanced Feedback Profiles and their Associations with Learning and Academic Well-being Indicators in Basic Education

Parents’ and Teachers’ Views on Digital Communication in Finland

Predictors of Parental Contentment with the Amount of Encouraging Digital Feedback from Teachers in Finnish Schools

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