Online flipped learning improves self-regulation more than online learning in a basic math course¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i1small
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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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 i1 The online flipped learning group outperformed the online learning group on post-test self-regulation (partial η2 = .039). → 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 · i1 · causal · r2
Two-way ANCOVA (pretest self-regulation as covariate) among 121 undergraduates found a significant main effect of learning approach on self-regulation, F(1, 116) = 4.694, p < .05, "η 2 = .039". The flipped group (M = 3.46) outperformed the online learning group (M = 3.32).
"the main effect of the learning approach showed a significant effect on self-regulation (F (1, 116) = 4.694, p < .05, η 2 = .039). According to the group means, the online flipped learning group (M = 3.46, SD = .29) outperformed the online learning group (M = 3.32, SD = .39) in self-regulation."
Discussion¶
Learner Variables¶
- Self-Regulation — outcome: instruction changes it
Related Claims¶
- No significant interaction effect of learning approach and discussion type on self-regulation — 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
- Synchronous online discussions produce higher behavioral, emotional, and cognitive engagement than asynchronous online discussions in online math courses — related
- No significant main effect of learning approach on behavioral, emotional, or cognitive engagement — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
online-flipped-learning-improves-self-regulation |
title |
Online flipped learning improves self-regulation more than online learning in a basic math course |
description |
Online flipped learning improves self-regulation more than online learning in a basic math course |
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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