17 1 compared with each other regarding their own and their students’ perceptions. The quality of one teacher’s teaching had improved after receiving student feedback, the quality of the other’s teaching had not. The findings show what factors included in the study were important for teachers’ use of digital student feedback to improve teaching quality, according to teachers and students. 1.7 FINAL NOTES The four studies just introduced are reported in the chapters that follow (chapters 2, 3, 4 and 5, respectively), and are based on four separate research papers, which were all either published in or submitted to scientific journals. Each chapter can be read independently; however, the chapters may overlap slightly in their introduction and theoretical framework. Chapter 6 provides a summary of and reflection on the main findings of the four studies, considerations regarding implementing student feedback use in schools and recommendations for future research.
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