No significant interaction effect of learning approach and discussion type on self-regulation¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2025 · 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? The interaction between learning approach and discussion type was not significant for self-regulation (F(1, 116) = .137, p > .05). → Yorganci 2025
Evidence¶
Yorganci 2025¶
Yorganci, S. (2025). The impact of synchronous online discussions and online flipped learning on student engagement and self-regulation among preliminary undergraduates in a basic math course. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10459-0
q2 · i? · causal · r2
The two-way ANCOVA on self-regulation found a non-significant interaction, F(1, 116) = .137, p > .05, "η2 = .001". The effects of flipped learning and synchronous discussion on self-regulation were additive rather than synergistic.
"the two-way ANCOVA result shows that the effect on the interaction between learning approaches and online discussions was not significant (F (1, 116) = .137, p > .05, η2 = .001)."
Discussion¶
Learner Variables¶
- Self-Regulation — moderator: an instructional effect differs with it
Related Claims¶
- Online flipped learning improves self-regulation more than online learning in a basic math course — related
- Synchronous online discussions improve self-regulation more than asynchronous online discussions — related
- Combining synchronous online discussion with online flipped learning yields an interaction effect on behavioral and cognitive engagement — related
- No significant main effect of learning approach on behavioral, emotional, or cognitive engagement — related
- Synchronous online discussions produce higher behavioral, emotional, and cognitive engagement than asynchronous online discussions in online math courses — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-interaction-self-regulation |
title |
No significant interaction effect of learning approach and discussion type on self-regulation |
description |
No significant interaction effect of learning approach and discussion type on self-regulation |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — yorganci-2025 |
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