In a randomised control study, university students in the combined condition (online SRL training with mobile-app diaries) improved more than participants in the other conditions¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Participants in the combined condition (training with diaries) improved more than participants in the other conditions on SRL outcomes. → Broadbent 2020

Evidence¶

Broadbent 2020¶

Broadbent, J., Panadero, E. & Fuller-Tyszkiewicz, M. (2020). Effects of mobile-app learning diaries vs online training on specific self-regulated learning components. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09781-6

q3 · i? · causal · r2

Randomised control study of 73 university students from mixed disciplines and study modes, testing "discipline-independent online training and novel mobile-app based diaries". The article reports the combined condition improved more than other conditions; no effect size is printed in the available text.

"Results showed that participants in the combined condition (training with diaries) improved more than other conditions."

Discussion¶

Related Claims¶

• Reflection interventions in higher education have a medium positive average effect on learning that varies with duration, peer interaction and the reflective activity used — the general claim this finding bears on, with the studies behind it

• Keeping a structured learning diary without further intervention did not improve university students' self-regulation — the general claim this finding bears on, with the studies behind it

• The combined training-plus-diary condition improved specific SRL components: SRL knowledge, metacognitive strategies, cognitive strategies (elaboration, organisation, critical thinking), and resource management strategies (time-management, effort regulation) — a narrower finding that bears on this claim
• In a randomized trial of SRL interventions in an online mathematics preparation course, group and time interacted significantly on SRL knowledge, self-efficacy and the SRL overall score, with Group TDP (training + diary + peer feedback) showing the most prominent gains — related
• Web-based SRL training combined with a learning diary (Group TD) produced statistically significant pre-post gains in SRL knowledge, the SRL overall score and self-efficacy, but not in mathematics scores, among prospective university students in an online preparation course — related
• A daily learning diary alone (Group D) did not produce statistically significant pre-post gains on any measured outcome in an online mathematics preparation course — related
• SRL interventions in a four-week online mathematics preparation course did not significantly change the mathematics overall score (interaction marginal), while the mathematics focus score on self-chosen chapters showed a statistically significant group by time interaction — related
• Using the chatbot-based journaling system improves self-reported SRL strategy use from pre-survey to 12-week follow-up in all groups, including baseline — related
• Neither diary-keeping nor diary-plus-instruction improved university students' academic performance — related