This issue's MOOC study is reported to demonstrate that an intervention delivered outside chat activities promotes student participation in chat-based collaborative activities¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? An SRL-focused email intervention outside of chat activities increased students' participation in chat-based collaborative activities in a MOOC. → Carolyn P. Rosé 2023
Evidence¶
Carolyn P. Rosé 2023¶
Carolyn P. Rosé, Sanna Järvelä. (2023). Enhancing student learning and achievement through orchestration of group processes and group composition. International Journal of Computer-Supported Collaborative Learning, 18, 323–327. https://doi.org/10.1007/s11412-023-09408-x
q2 · i? · review · r2
The editorial reports, describing Psathas et al.'s three-condition MOOC intervention study, that "this current study that demonstrates the impact of an intervention outside of the chat activities that promotes student participation in the chat activities themselves". The editorial offers no effect size or test statistics; prior work reported most students chose not to participate in chat activities.
"Thus, this current study that demonstrates the impact of an intervention outside of the chat activities that promotes student participation in the chat activities themselves is an important landmark."
Discussion¶
Related Claims¶
- Both general and personalized SRL interventions increased students' participation in chat-based collaborative activities compared to control — possibly the same claim (merge candidate)
- Pre-course SRL level statistically significantly predicted participation in collaborative chat activities — related
- Personalized SRL email interventions increased post-course self-regulation scores relative to control in a MOOC, while the general intervention did not — related
- SRL intervention groups had significantly lower dropout than control in a MOOC, with no difference between the two intervention modes — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mooc-outside-intervention-promotes-chat-participation |
title |
This issue's MOOC study is reported to demonstrate that an intervention delivered outside chat activities promotes student participation in chat-based collaborative activities |
description |
This issue's MOOC study is reported to demonstrate that an intervention delivered outside chat activities promotes student participation in chat-based collaborative activities |
status |
review |
evidence_strength |
weak |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — carolyn-p-rosé-2023 |
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