Technology-enhanced feedback for pupils and parents in Finnish basic education

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

doi:10.1016/j.compedu.2017.01.012

Cited by 21 publications

(34 citation statements)

References 19 publications

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“…e largest proportion of pupils (76 percent) received feedback about things they had forgotten. According to this study, boys received more negative feedback [19]. us, it seems as if pupils did receive some encouraging feedback via digital communication.…”

Section: Parent-teacher Digital Communication In Finnishmentioning

confidence: 59%

“…Teacher Education. Finnish teachers are highly appreciated, thanks to their pupils' success on educational achievement tests [17][18][19]. Among historical and sociological factors, high-quality teacher education has been identified as a contributor to this success [20].…”

Section: Parent-teacher Digital Communication In Finnishmentioning

confidence: 99%

“…Digital platforms have crept into the field of Finnish school communication with only a few general guidelines given by the educational authorities. is has led to a variety of teacher interpretations about the nature, quantity, and content of the feedback given by pupils and parents [19]. In the most-often used DC platform (in more than 90 percent of Finnish schools), teachers can inform parents about the events of the schooldays, provide shorter or longer written feedback on pupils' studies and their grades, furnish information about timetables, and maintain diverse communication with parents.…”

Section: Parent-teacher Digital Communication In Finnishmentioning

confidence: 99%

“…In the most-often used DC platform (in more than 90 percent of Finnish schools), teachers can inform parents about the events of the schooldays, provide shorter or longer written feedback on pupils' studies and their grades, furnish information about timetables, and maintain diverse communication with parents. In the first Finnish study on parent-teacher DC, it was shown that a relatively small number of pupils received a great deal of feedback, while the majority of pupils received only minimal feedback or none at all [19]. However, teacher praise was the most commonly given type of feedback (70 percent of pupils got these markings).…”

Section: Parent-teacher Digital Communication In Finnishmentioning

confidence: 99%

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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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Section: Parent-teacher Digital Communication In Finnishmentioning

confidence: 59%

Section: Parent-teacher Digital Communication In Finnishmentioning

confidence: 99%

Section: Parent-teacher Digital Communication In Finnishmentioning

confidence: 99%

Section: Parent-teacher Digital Communication In Finnishmentioning

confidence: 99%

See 2 more Smart Citations

Parents’ and Teachers’ Views on Digital Communication in Finland

Kuusimäki

Uusitalo-Malmivaara

Tirri

2019

Education Research International

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“…At school, teachers' feedback practices influence pupils' motivation (Ryan & Deci, 2000a), ability beliefs (Harter, 2012) and their relationship with teachers (Corno, 2009;Griffin, 2018;Schenke, Ruzek, Lam, Karabenick, & Eccles, 2018). As recent findings show that pupils are encouraged differently by technologyenhanced feedback delivered online (Oinas, Vainikainen, & Hotulainen, 2017, 2018, this study evaluates whether different patterns of receiving technology-enhanced feedback are connected to the learning and academic well-being of pupils. In the present study, pupils' school achievement and perceived motivation as indicators of learning, and their relationship with teachers and competence as an indicator of academic wellbeing are evaluated in accordance with technology-enhanced feedback received from the teacher, since feedback is shown to mediate cognitive and affective factors simultaneously (Pekrun, Cusack, Murayma, Elliot, &Thomas, 2014).…”

Section: Introductionmentioning

confidence: 99%

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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Three Views to a School Information System: Wilma from a Sociotechnical Perspective

Heimo

Rantanen

Kimppa

2018

This Changes Everything – ICT and Climate Change: What Can We Do?

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Visma Wilma has become a standard in Finnish school system as the de facto school information system for teachers, parents and students to use. Whereas the digitalisation of the school system seems inevitable there have been some issues in the information system design to promote practices and values that are suboptimalor even substandard for a school as an entity.In this paper we analyse the Wilma system from sociotechnical perspective with three different viewpoints: students', parents', and teachers' and bring out requirements and recommendations on how Wilma should be constructed in accordance of the aforementioned practices and values in mind.

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Technology-enhanced feedback for pupils and parents in Finnish basic education

Cited by 21 publications

References 19 publications

Parents’ and Teachers’ Views on Digital Communication in Finland

Parents’ and Teachers’ Views on Digital Communication in Finland

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

Three Views to a School Information System: Wilma from a Sociotechnical Perspective

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