Pre-course SRL level statistically significantly predicted participation in collaborative chat activities¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In a linear regression, students' SRL level statistically significantly predicted their participation in collaborative activities, with a small effect size. → Psathas 2023

Evidence¶

Psathas 2023¶

Psathas, G., Tegos, S., Demetriadis, S. N., & Tsiatsos, T. (2023). Exploring the impact of chat-based collaborative activities and SRL-focused interventions on students’ self-regulation profiles, participation in collaborative activities, retention, and learning in MOOCs. Intern. J. Comput.-Support. Collab. Learn 18:329–351. https://doi.org/10.1007/s11412-023-09394-0

q3 · i? · causal · r2

Linear regression combining course-entry SRL scores with course-log participation. The article reports "F (1, 358) = 6539, p < 0.012" and "Cohen’s f = 0.12, a small size effect according to Cohen (1988)"; the unstandardized coefficient is 0.201 per SRL cluster.

"The prediction equation was as follows: students’ participation in collaborative activities = 2.794 + 0.201 × (SRL cluster)."

Discussion¶

Related Claims¶

• This issue's MOOC study is reported to demonstrate that an intervention delivered outside chat activities promotes student participation in chat-based collaborative activities — related
• Both general and personalized SRL interventions increased students' participation in chat-based collaborative activities compared to control — related
• In-class chat engagement significantly predicts higher test scores in MAIC courses — 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
• Both SRL intervention modes produced higher course exit quiz scores than control in a programming MOOC — related
• Students' participation in preparatory exercises positively predicted their final exam grade in every intervention year (β = 0.16–0.31; R² = 0.03–0.16) — related