The Impact of Communication Technology vs Human-Related Factors on Classroom Performance: A Cross-Cultural Study

Autor/inn/en	Šeric, Maja
Titel	The Impact of Communication Technology vs Human-Related Factors on Classroom Performance: A Cross-Cultural Study
Quelle	In: International Journal of Information and Learning Technology, 37 (2020) 4, S.139-152 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-03-2020-0037
Schlagwörter	Cross Cultural Studies; Information Technology; Learning Processes; Communication Skills; Teacher Student Relationship; College Faculty; Computer Mediated Communication; Social Media; Teacher Effectiveness; Technology Uses in Education; Expertise; Foreign Countries; College Students; Nonverbal Communication; Cognitive Development; Student Attitudes; Teaching Methods; Europe + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Informationstechnologie; Learning process; Lernprozess; Kommunikationsstil; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Computerkonferenz; Soziale Medien; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Expert appraisal; Ausland; Collegestudent; Non-verbal communication; Nonverbale Kommunikation; Kognitive Entwicklung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Europa
Abstract	Purpose: This paper examines the impact of communication technology and human-related factors on teacher, student and course performance, in particular on teacher's clarity, perceived value of the course and student learning. Design/methodology/approach: Communication technology factors are analyzed in terms of social media use, while human-related factors are considered through teacher expertise and communication skills, more specifically non-verbal communication (NVC). The research model is tested on a sample of 303 students from two European universities, one in Southwestern and another in Southeastern Europe. Findings: Findings reveal dominance of human factors over technology ones. Culture moderates some of the relationships examined. Research limitations/implications: Notwithstanding the relatively limited sample of students according to their national culture, this work offers valuable insights into the impact of technology use in classroom and teacher communication skills. Practical implications: Teacher NVC and expertise override their use of technology-mediated communication in classroom. Findings have raised important questions whether social media applications should actually have place in nowadays education systems. What seems clear from this research is that technology advancements cannot replace teachers, although further research is necessary to re-examine their impact on different student outcomes and in different cultural contexts. Originality/value: The originality of this paper lies in comparing the impact of technology vs human-related factors on classroom performance. An additional contribution is provided by considering the moderating role of national culture within the proposed research model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01