Impact of extracurricular synchronous and asynchronous computer-mediated communication between students and teachers on digital reading performance: Evidence from 53 countries/regions-Reference-Cited by-同舟云学术

Impact of extracurricular synchronous and asynchronous computer-mediated communication between students and teachers on digital reading performance: Evidence from 53 countries/regions

Published:2022-08-01 Issue:2 Volume:28 Page:1559-1586
ISSN:1360-2357
Container-title:Education and Information Technologies
language:en
Short-container-title:Educ Inf Technol

Author:

Hu Jie^ORCID,Yu Hangyan

Funder

National Social Science Fund of China

Publisher

Springer Science and Business Media LLC

Subject

Library and Information Sciences,Education

Link

https://link.springer.com/content/pdf/10.1007/s10639-022-11223-0.pdf

Reference78 articles.

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2. Abrams, Z. I. (2003). The effect of synchronous and asynchronous CMC on oral performance in German. Modern Language Journal, 87(2), 157–167. https://doi.org/10.1111/1540-4781.00184.

3. AbuSeileek, A. F., & Qatawneh, K. (2013). Effects of synchronous and asynchronous computer-mediated communication (CMC) oral conversations on English language learners’ discourse functions. Computers & Education, 62, 181–190. https://doi.org/10.1016/j.compedu.2012.10.013.

4. Adam, T., & Tatnall, A. (2017). The value of using ICT in the education of school students with learning difficulties. Education and Information Technologies, 22(6), 2711–2726. https://doi.org/10.1007/s10639-017-9605-2.

5. Angeli, C., & Schwartz, N. H. (2016). Differences in electronic exchanges in synchronous and asynchronous computer-mediated communication: The effect of culture as a mediating variable. Interactive Learning Environments, 24(6), 1109–1130. https://doi.org/10.1080/10494820.2014.961484.

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