Using the ePSRL Management System increases postgraduate online students' perceived awareness, understanding and application of self-regulated learning¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q2 · i2–i3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Intervention students perceived increased awareness of self-regulated learning after using the system (dCohen = 1.314). → Khiat 2022 q2 i3 Intervention students perceived greater understanding of self-regulated learning strategies after use (dCohen = 1.093). → Khiat 2022 (2) q2 i2 Intervention students perceived themselves applying self-regulated learning strategies more after use (dCohen = 0.687). → Khiat 2022 (3)

Evidence¶

Khiat 2022¶

Khiat, H., & Vogel, S. (2022). A self-regulated learning management system: Enhancing performance, motivation and reflection in learning. Journal of University Teaching & Learning Practice, 19(2), 43-59. https://doi.org/10.53761/1.19.2.4

q2 · i3 · causal · r2

Within-group pre-post comparison of the 76 intervention students' perception of awareness of self-regulated learning, using Wilcoxon Signed-Ranks. The test showed "Z = -4.788, p = 0.000, dCohen = 1.314", a statistically and practically significant increase with effect size dCohen = 1.314.

"A Wilcoxon Signed-Ranks test showed Z = -4.788, p = 0.000, dCohen = 1.314 and the mean rank before and after the use of ePSRL Management System are 25.64 and 40.12 respectively."

Khiat 2022 (2)¶

Khiat, H., & Vogel, S. (2022). A self-regulated learning management system: Enhancing performance, motivation and reflection in learning. Journal of University Teaching & Learning Practice, 19(2), 43-59. https://doi.org/10.53761/1.19.2.4

q2 · i3 · causal · r2

Wilcoxon Signed-Ranks pre-post comparison of the same 76 intervention students' perceived understanding of self-regulated learning strategies, showing "Z = -4.181, p = 0.000, dCohen = 1.093" with mean ranks rising from 26.22 to 44.52 and effect size dCohen = 1.093.

"A Wilcoxon Signed-Ranks test showed Z = -4.181, p = 0.000, dCohen = 1.093 and the mean rank before and after the use of ePSRL Management System are 26.22 and 44.52 respectively."

Khiat 2022 (3)¶

Khiat, H., & Vogel, S. (2022). A self-regulated learning management system: Enhancing performance, motivation and reflection in learning. Journal of University Teaching & Learning Practice, 19(2), 43-59. https://doi.org/10.53761/1.19.2.4

q2 · i2 · causal · r2

Wilcoxon Signed-Ranks pre-post comparison of perceived likelihood of applying self-regulated learning strategies among the 76 intervention students, showing "Z = -2.832, p = 0.005, dCohen = 0.687", both statistically and practically significant with effect size dCohen = 0.687.

"A Wilcoxon Signed-Ranks test showed Z = -2.832, p = 0.005, dCohen = 0.687 and the mean rank before and after the use of ePSRL Management System are 34.48 and 39.04 respectively."

Discussion¶

Related Claims¶

• Students who use the ePSRL Management System meet the course completion deadline at a significantly higher rate than non-users — related
• Students who use the ePSRL Management System post more scaffold reflections and self-reflections per month than non-users — related
• Students who use the ePSRL Management System spend more time learning per month and complete the course in fewer months than non-users — related
• Using the ePSRL Management System shows no significant difference in mean assessment results or mean attempts per quiz between users and non-users — related
• Training SRAE facilitators significantly increased their self-reported knowledge of self-regulation — related
• Learning paths used for SRL improved accuracy and performance without increasing effort, and tutoring-system benefits required sustained practice — related
• Intervention-cohort students reported positive pre–post shifts in Innovation and Motivation and Self-Directed Learning Ability — related
• Teacher interventions that are not explicit encourage learners' self-awareness of the limitations of their current understanding without prescribing a solution — related
• Exploratory pre-post questionnaire comparisons showed descriptively higher post-program means but no statistically significant differences after Holm adjustment — related