Logged time investment on an online mathematics preparation platform differed significantly across SRL intervention groups, rising from control through diary and training + diary to training + diary + peer feedback groups¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Mean logged time was 21.03 h (Group C), 28.23 h (Group D), 29.32 h (Group TD) and 33.56 h (Group TDP), a significant difference (F(3, 132) = 3.08; p = 0.030; ηp2 = 0.06). → Bellhäuser 2022 q3 i? Contrasts showed significant differences between adjacent Groups C and D (p < 0.01), D and TD (p = 0.02), and TDP and TD (p = 0.03). → Bellhäuser 2022 (2)

Evidence¶

Bellhäuser 2022¶

Bellhäuser, H., Liborius, P., & Schmitz, B. (2022). Fostering Self-Regulated Learning in Online Environments: Positive Effects of a Web-Based Training With Peer Feedback on Learning Behavior. Frontiers in Psychology, 13, 813381. https://doi.org/10.3389/fpsyg.2022.813381

q3 · i2 · causal · r2

One-way ANOVA on Moodle log-file time investment in the randomized trial: group means from "Group C: M = 21.03 h" to "Group TDP: M = 33.56 h, SD = 18.87" differed significantly "(F(3, 132) = 3.08; p = 0.030; ηp2 = 0.06)".

"The differences between group means (Group C: M = 21.03 h, SD = 17.56; Group D: M = 28.23 h, SD = 14.13; Group TD: M = 29.32 h, SD = 17.79; Group TDP: M = 33.56 h, SD = 18.87) were determined to be significant (F(3, 132) = 3.08; p = 0.030; ηp2 = 0.06)."

Bellhäuser 2022 (2)¶

Bellhäuser, H., Liborius, P., & Schmitz, B. (2022). Fostering Self-Regulated Learning in Online Environments: Positive Effects of a Web-Based Training With Peer Feedback on Learning Behavior. Frontiers in Psychology, 13, 813381. https://doi.org/10.3389/fpsyg.2022.813381

q3 · i? · causal · r2

Contrast analyses on the same log-file time measure: "differences between adjacent Groups C and D (p < 0.01), D and TD (p = 0.02), and TDP and TD (p = 0.03) all were significant."

"Contrast analyses revealed that differences between adjacent Groups C and D (p < 0.01), D and TD (p = 0.02), and TDP and TD (p = 0.03) all were significant."

Discussion¶

Related Claims¶

• A daily learning diary alone (Group D) did not produce statistically significant pre-post gains on any measured outcome in an online mathematics preparation course — related
• In a randomized trial of SRL interventions in an online mathematics preparation course, group and time interacted significantly on SRL knowledge, self-efficacy and the SRL overall score, with Group TDP (training + diary + peer feedback) showing the most prominent gains — related
• Web-based SRL training combined with a learning diary (Group TD) produced statistically significant pre-post gains in SRL knowledge, the SRL overall score and self-efficacy, but not in mathematics scores, among prospective university students in an online preparation course — related
• SRL interventions in a four-week online mathematics preparation course did not significantly change the mathematics overall score (interaction marginal), while the mathematics focus score on self-chosen chapters showed a statistically significant group by time interaction — related
• Adding small peer feedback groups to web-based SRL training and a diary (Group TDP) produced statistically significant gains in SRL knowledge, the SRL overall score, self-efficacy and the mathematics focus score, the last of which Group TD did not show — related
• Web-based SRL training interventions produced statistically significant group by time interactions on the SRL subscales planning, self-motivation, volition, elaboration and metacognition, but not on goal-setting or reflection — related
• Self Regulated Learning Predicts Achievement — a broader claim this one bears on
• Self-regulated learning improves achievement — a broader claim this one bears on
• SRL intervention groups had significantly lower dropout than control in a MOOC, with no difference between the two intervention modes — related
• For self-regulated learning outcomes, rubrics combined with both self- and peer assessment show a significantly larger effect than rubrics with self-assessment alone — related
• In a classroom study of the G4L system, the Bayesian knowledge propagation algorithm demonstrated the highest knowledge gains, and log-data analysis revealed significant differences in self-regulated learning patterns between learners — related