Self-regulated learning interventions have a moderate effect (0.65) on learning outcomes in online and blended environments¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i2 Across 15 studies combined under a random effects model, SRL interventions showed a moderate effect size of 0.65 on learning outcomes in online and blended environments. → Guntur 2024

Evidence¶

Guntur 2024¶

Guntur, M., & Purnomo, Y. W. (2024). A Meta-Analysis of Self-Regulated Learning Interventions Studies on Learning Outcomes in Online and Blended Environments. Online Learning Journal, 28(3). https://doi.org/10.24059/olj.v28i3.4025

q3 · i2 · quant-synthesis · r2

Meta-analysis of 15 studies (5,519 participants) from Scopus, IEEE Explore, and ERIC, using Cohen's d under a random effects model. The forest plot yielded a pooled effect size of 0.65, which the authors classify as "moderate" per Cohen et al.'s thresholds (moderate = 0.50–0.80).

"Figure 3 shows that a random effects model (RE Model) with a value of 0.65 was found. This means that self-regulated learning intervention studies affect learning results in online and blended environments by 65%"

The "65%" is the source's own wording for a pooled Cohen's d of 0.65; a d of 0.65 is a standardized mean difference, not a 65% improvement.

Studies bearing on this claim¶

Does building self-regulation support (planning, if-then plans, self-checks) into an online course improve learning and completion? This table gathers the studies behind this claim and the 2 narrower claims that bear on it: 4 distinct studies (3 quant-synthesis, 1 causal), q3–q4, 2 of 4 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Self-regulated learning improves achievement — the general claim this finding bears on, with the studies behind it
• SRL interventions combining metacognitive, cognitive, and motivational components were most frequent and, per the authors, had the greatest impact — related
• The effect of SRL interventions does not differ significantly by course type, SRL strategy type, school level, or learning context — related
• Effect sizes across SRL intervention studies are highly heterogeneous, requiring a random effects model — related
• Publication bias is unlikely to explain the consistency of SRL intervention effect sizes — 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
• 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
• 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
• Self-regulated learning strategies have a large pooled effect (d = 0.859) on academic achievement across 21 Turkish studies — related
• Measuring the impact of math instruction and interventions is key to improving students' overall math performance — related
• Self-management interventions significantly and positively impact academic outcomes (achievement and work completion) in single-case design studies — related
• Blended implementation models matched to learner skill level: high-touch blended for lowest-skilled learners, online courses for more advanced students — related
• A survey of 100 leading companies found 86 percent use blended learning strategies combining an average of 4.8 different modalities — related
• In association-rule mining of survey data from 530 college students in online courses, goal setting, environment structuring and time management were the strategies most often associated with lower digital distraction — related
• The GenAI feedback group showed a statistically significant post-intervention improvement in the Task Strategies dimension of SRL compared with the tutor group — a narrower finding that bears on this claim
• Forming implementation intentions produces a medium-to-large positive effect (d = .65) on goal attainment across 94 independent tests — related
• Adaptive learning showed a statistically significant effect on learning skills but not on building factual knowledge in a meta-analysis of 21 Health & Welfare studies — related
• Self-regulated learning is associated with increased academic achievement and improved learning outcomes for students — a broader claim this one bears on
• Most study, measurement, and intervention moderators did not explain significant variance in SRL intervention effect sizes — related
• SRL scaffolds in computer-based learning environments produce a medium, significantly positive effect on academic performance (ES = 0.438) — related
• Creativity-based learning applications show a large, positive pooled effect on students' academic achievement (ES = 0.850) — related
• Task motivation and time on task are proposed as factors potentially influencing SRL intervention effectiveness — related
• Regulation-of-learning interventions in programming education show an average effect of 0.59 on programming learning — related
• SRL interventions are effective in improving both SRL activity and achievement in higher education — related
• SRL interventions produce large average effects on academic and motivational outcomes, per meta-analytic syntheses — related
• Interventions targeting motivation produce positive achievement outcomes of medium average size (d = 0.49) regardless of which motivation theory underlies them — related