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Autor/inn/en | Hu, Jie; Yu, Hangyan |
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Titel | Impact of Extracurricular Synchronous and Asynchronous Computer-Mediated Communication between Students and Teachers on Digital Reading Performance: Evidence from 53 Countries/Regions |
Quelle | In: Education and Information Technologies, 28 (2023) 2, S.1559-1586 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Hu, Jie) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-2357 |
DOI | 10.1007/s10639-022-11223-0 |
Schlagwörter | Extracurricular Activities; Asynchronous Communication; Computer Mediated Communication; Teacher Student Relationship; Reading Achievement; Electronic Publishing; Secondary School Students; International Assessment; Foreign Countries; Achievement Tests; Multiple Regression Analysis; Prediction; Metacognition; Program for International Student Assessment Außerunterrichtliche Aktivität; Computerkonferenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Leseleistung; Elektronisches Publizieren; Sekundarschüler; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Vorhersage; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition |
Abstract | This study compared the effects of extracurricular synchronous computer-mediated communication (SCMC) and asynchronous computer-mediated communication (ASCMC) between students and teachers on students' digital reading performance at different frequencies. 392,269 samples from 53 countries/regions that participated in the Programme for International Student Assessment 2018 were collected. Multilevel regression analysis showed that SCMC negatively influenced digital reading performance across countries/regions. As the frequency decreased, the negative effect of SCMC diminished. In contrast, ASCMC at a moderately low frequency could facilitate digital reading performance in some countries/regions; however, as frequency increased, the positive effect became negative. These results showed that synchronicity played a role in predicting students' digital reading performance. This study also explored the mediating effect of metacognition with Nelson and Naren's metacognitive control-monitoring model. A multilevel mediation analysis proved that the effects of SCMC and ASCMC on digital reading performance were mediated by students' metacognition of assessing credibility. Practical implications and suggestions for students' self-paced learning were discussed with the purpose of promoting the effective use of extracurricular CMC between students and teachers and improving students' digital reading achievement in the post-COVID-19 pandemic era. (As Provided). |
Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |