94 Factors influencing teachers’ use of digital student feedback to improve their teaching 5.4 RESULTS First, the results of the interviews are presented with respect to the following factors: teachers’ attitudes towards digital student feedback, their (intended) improvement-oriented actions, and the characteristics of their school organizational context and the data (system) characteristics that, according to them, hindered or stimulated the use of digital student feedback. Next, Rachel’s and Mike’s responses to the interview questions and those of their students are compared, based on the above-mentioned factors. 5.4.1 Teachers’ attitudes According to five out of the eight teachers, a positive attitude towards the use of digital student feedback influences student feedback usage. Teachers had a positive attitude toward digital student feedback because the feedback provided insight into the strengths and weaknesses of their lessons. It also made teachers reflect on their teaching, and teachers were positive about the fact that students shared information about their teaching (student voice) with them. However, four out of the eight teachers were also critical about the digital student feedback, for example, about the factors influencing students’ responses. Teacher LKR02 said: “I think the way students fill out the questionnaire depends a lot on mood factors: how do they enter the lesson, what is the time of day, how do students feel? (…) This influences the responses.” Another reason why teachers were critical about the digital student feedback was the reliability of the data. According to teachers, the reliability might be threatened as a result of too few student responses and too narrow a view on teaching quality as reflected in student perceptions. One teacher had a negative attitude towards the digital student feedback because the feedback was too confrontational (students were very negative about his lesson). 5.4.2 Teachers’ improvement-oriented actions Eight students from three teachers reported that teachers discussed the smartphone-assisted feedback with their class. Their teachers showed the graphs of the student feedback scores on the smartboard in the classroom. All teachers and students pointed to the importance of discussing the feedback with each other. For the students, it really motivated them to complete the questionnaire seriously if the teacher returned to the feedback in a follow-up lesson. Student LLN19 explained: If the teacher discusses the digital feedback with the class, it enables us to tell more clearly what we thought about the lesson. Then he may ask: why did
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