Impact of Extracurricular Synchronous and Asynchronous Computer-Mediated Communication between Students and Teachers on Digital Reading Performance: Evidence from 53 Countries/Regions

Autor/inn/en	Hu, Jie; Yu, Hangyan
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01