Parents’ experiences of home–school collaboration via the digital platform Wilma

This study investigated parents’ experiences of home–school collaboration in Grades 1–9 via the digital platform Wilma, comparing the experiences between primary and lower secondary education. Parents (N = 558; 32.6% of whom were parents of pupils receiving special educational support) answered an online questionnaire. Wilma markings and messages were used more frequently for pupils receiving special educational support. Parents, regardless of support and school level, found the markings rather beneficial. Wilma was perceived as a good technical tool, but as an ambiguous pedagogical tool that lacked common practices. The need for common guidelines for using Wilma is discussed.