Personalizing learning with mobile technology in a secondary school in the Netherlands: Effects on students’ autonomy support, learning motivation and achievement

Personalizing learning with technology in secondary schools is a way to empower students to take control of their learning. The more learners can direct their own learning experiences, including path, pace and instructional approach, the more they may learn what they want and need to learn. In a qua...

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Autores principales:	Wilfried Admiraal, Ditte Lockhorst, Monika Louws, Liesbeth Kester
Formato:	article
Lenguaje:	EN
Publicado:	Foxton Books 2020
Materias:	autonomy support learning motivation personalizing learning secondary education student achievement tablets Education L
Acceso en línea:	http://dx.doi.org/10.31757/euer.333 https://doaj.org/article/1817b180e3024c769c59511750da0a83
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spelling	oai:doaj.org-article:1817b180e3024c769c59511750da0a832021-12-02T17:28:32ZPersonalizing learning with mobile technology in a secondary school in the Netherlands: Effects on students’ autonomy support, learning motivation and achievementhttp://dx.doi.org/10.31757/euer.3332517-6323https://doaj.org/article/1817b180e3024c769c59511750da0a832020-10-01T00:00:00Zhttps://eu-er.com//wp-content/uploads/2020/09/EUERV3-3-4-ADMIRAAL.pdfhttps://doaj.org/toc/2517-6323Personalizing learning with technology in secondary schools is a way to empower students to take control of their learning. The more learners can direct their own learning experiences, including path, pace and instructional approach, the more they may learn what they want and need to learn. In a quasi-experimental design, data about the implementation and evaluation of three interventions in one secondary school in the Netherlands have been gathered with student questionnaires and regular exams. In these three interventions, each lasting one entire school year, teachers attempted to support their students’ autonomy in decisions during their learning process. Effects on students’ perceived autonomy support, learning motivation and their achievement have been examined. One intervention – the one with the highest scores on perceived autonomy support – shows small positive effects on students’ learning motivation and their achievement. Learner control over structural aspects of the curriculum, such as students’ autonomy to choose their tasks for practicing and reviewing and the way to complete them, is a possible effective way of designing personalizing learning in secondary education. In future research, more attention should be addressed to which combination of autonomy supportive activities might be effective. These effects might also be different for different student groups, based on, for example, their learning preferences and abilities. Wilfried AdmiraalDitte Lockhorst Monika Louws Liesbeth Kester Foxton Booksarticleautonomy supportlearning motivationpersonalizing learningsecondary educationstudent achievementtabletsEducationLENThe European Educational Researcher, Vol 3, Iss 3, Pp 119-137 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	autonomy support learning motivation personalizing learning secondary education student achievement tablets Education L
spellingShingle	autonomy support learning motivation personalizing learning secondary education student achievement tablets Education L Wilfried Admiraal Ditte Lockhorst Monika Louws Liesbeth Kester Personalizing learning with mobile technology in a secondary school in the Netherlands: Effects on students’ autonomy support, learning motivation and achievement
description	Personalizing learning with technology in secondary schools is a way to empower students to take control of their learning. The more learners can direct their own learning experiences, including path, pace and instructional approach, the more they may learn what they want and need to learn. In a quasi-experimental design, data about the implementation and evaluation of three interventions in one secondary school in the Netherlands have been gathered with student questionnaires and regular exams. In these three interventions, each lasting one entire school year, teachers attempted to support their students’ autonomy in decisions during their learning process. Effects on students’ perceived autonomy support, learning motivation and their achievement have been examined. One intervention – the one with the highest scores on perceived autonomy support – shows small positive effects on students’ learning motivation and their achievement. Learner control over structural aspects of the curriculum, such as students’ autonomy to choose their tasks for practicing and reviewing and the way to complete them, is a possible effective way of designing personalizing learning in secondary education. In future research, more attention should be addressed to which combination of autonomy supportive activities might be effective. These effects might also be different for different student groups, based on, for example, their learning preferences and abilities.
format	article
author	Wilfried Admiraal Ditte Lockhorst Monika Louws Liesbeth Kester
author_facet	Wilfried Admiraal Ditte Lockhorst Monika Louws Liesbeth Kester
author_sort	Wilfried Admiraal
title	Personalizing learning with mobile technology in a secondary school in the Netherlands: Effects on students’ autonomy support, learning motivation and achievement
title_short	Personalizing learning with mobile technology in a secondary school in the Netherlands: Effects on students’ autonomy support, learning motivation and achievement
title_full	Personalizing learning with mobile technology in a secondary school in the Netherlands: Effects on students’ autonomy support, learning motivation and achievement
title_fullStr	Personalizing learning with mobile technology in a secondary school in the Netherlands: Effects on students’ autonomy support, learning motivation and achievement
title_full_unstemmed	Personalizing learning with mobile technology in a secondary school in the Netherlands: Effects on students’ autonomy support, learning motivation and achievement
title_sort	personalizing learning with mobile technology in a secondary school in the netherlands: effects on students’ autonomy support, learning motivation and achievement
publisher	Foxton Books
publishDate	2020
url	http://dx.doi.org/10.31757/euer.333 https://doaj.org/article/1817b180e3024c769c59511750da0a83
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Personalizing learning with mobile technology in a secondary school in the Netherlands: Effects on students’ autonomy support, learning motivation and achievement

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