The impact of communication technology vs human-related factors on classroom performance: a cross-cultural study

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.

Citation

Šerić, M. (2020), "The impact of communication technology vs human-related factors on classroom performance: a cross-cultural study", International Journal of Information and Learning Technology, Vol. 37 No. 4, pp. 139-152. https://doi.org/10.1108/IJILT-03-2020-0037