TY  - JOUR
A1  - Tetzlaff, Leonard
A1  - Hartmann, Ulrike
A1  - Dumont, Hanna
A1  - Brod, Garvin
T1  - Assessing individualized instruction in the classroom
BT  - comparing teacher, student, and observer perspectives
JF  - Learning and instruction : the journal of the European Association for Research on Learning and Instruction (EARLI)
N2  - In this article, we address the measurement of individualized instruction in the context of regular classroom instruction. Our study assessed instructional practices geared towards individualization in German third grade reading lessons by combining self-report data from 621 students, from their teachers (n = 57), and live obser-vations. We then investigated the reliability of these different approaches to measuring individualization as well as the agreement between them. All three approaches yielded reliable indicators of individualized practices, but not all of them corresponded with each other. We found considerable agreement between students and observers, but neither agreed with teachers' self-reports. Upon closer examination, we found that students' ratings only correlated with teacher ratings that were provided close to the timepoint of interest. This correlation increased when teacher measures were corrected for response tendencies. We conclude with some recommendations for future studies that aim to measure individualized instruction in the classroom.
KW  - Individualization
KW  - Personalization
KW  - Differentiation
KW  - Adaptive teaching;
KW  - Individualized instruction
KW  - Instructional quality
KW  - Learning
KW  - environments
KW  - Live observations
KW  - Classroom research
Y1  - 2022
U6  - https://doi.org/10.1016/j.learninstruc.2022.101655
SN  - 0959-4752
SN  - 1873-3263
VL  - 82
PB  - Elsevier
CY  - Oxford
ER  - 
TY  - CHAP
A1  - Bender, Benedict
A1  - Fabian, Benjamin
A1  - Haupt, Johannes
A1  - Neumann, Tom
T1  - Track and Treat
BT  - usage of e-mail tracking for newsletter individualization
T2  - Twenty-Sixth European Conference on Information Systems (ECIS 2018)
N2  - E-Mail tracking mechanisms gather information on individual recipients’ reading behavior. Previous studies show that e-mail newsletters commonly include tracking elements. However, prior work does not examine the degree to which e-mail senders actually employ gathered user information. The paper closes this research gap by means of an experimental study to clarify the use of tracking-based infor- mation. To that end, twelve mail accounts are created, each of which subscribes to a pre-defined set of newsletters from companies based in Germany, the UK, and the USA. Systematically varying e-mail reading patterns across accounts, each account simulates a different type of user with individual read- ing behavior. Assuming senders to track e-mail reading habits, we expect changes in mailer behavior. The analysis confirms the prominence of tracking in that over 92% of the newsletter e-mails contain tracking images. For 13 out of 44 senders an adjustment of communication policy in response to user reading behavior is observed. Observed effects include sending newsletters at different times, adapting advertised products to match the users’ IT environment, increased or decreased mailing frequency, and mobile-specific adjustments. Regarding legal issues, not all companies that adapt the mail-sending behavior state the usage of such mechanisms in their privacy policy.
KW  - E-Mail Tracking
KW  - Newsletter
KW  - Individualization
KW  - Personalization
KW  - Privacy
Y1  - 2018
UR  - https://aisel.aisnet.org/ecis2018_rp/59
ER  - 
TY  - JOUR
A1  - Lucke, Ulrike
A1  - Rensing, Christoph
T1  - A survey on pervasive education
JF  - Pervasive and mobile computing
N2  - Researchers and developers worldwide have put their efforts into the design, development and use of information and communication technology to support teaching and learning. This research is driven by pedagogical as well as technological disciplines. The most challenging ideas are currently found in the application of mobile, ubiquitous, pervasive, contextualized and seamless technologies for education, which we shall refer to as pervasive education. This article provides a comprehensive overview of the existing work in this field and categorizes it with respect to educational settings. Using this approach, best practice solutions for certain educational settings and open questions for pervasive education are highlighted in order to inspire interested developers and educators. The work is assigned to different fields, identified by the main pervasive technologies used and the educational settings. Based on these assignments we identify areas within pervasive education that are currently disregarded or deemed challenging so that further research and development in these fields are stimulated in a trans-disciplinary approach. (C) 2013 Elsevier B.V. All rights reserved.
KW  - Pervasive learning
KW  - Ubiquitous learning
KW  - Mobile learning
KW  - Contextualized learning
KW  - Seamless learning
KW  - E-learning
KW  - E-teaching
KW  - Context awareness
KW  - Adaptivity
KW  - Personalization
KW  - Augmentation
Y1  - 2014
U6  - https://doi.org/10.1016/j.pmcj.2013.12.001
SN  - 1574-1192
SN  - 1873-1589
VL  - 14
SP  - 3
EP  - 16
PB  - Elsevier
CY  - Amsterdam
ER  -