SRL intervention groups had significantly lower dropout than control in a MOOC, with no difference between the two intervention modes¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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.
q3 i? Retention was statistically significantly higher after both the personalized and the general intervention than in control; retention was 87.5% personalized, 80.0% general, 62.5% control. → 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
Chi-square test of homogeneity on dropout across the three 120-student conditions; of 360 students, "84 (23.3%) of the students dropped out". Post hoc z-tests of two proportions with Bonferroni correction found both interventions retained significantly more users than control (p < 0.01); no effect size was printed.
"a chi-square test of homogeneity revealed a statistically significant difference between the three conditions (χ 2 = 22.08, p < 0.01)."
Discussion¶
Related Claims¶
- Personalized SRL email interventions increased post-course self-regulation scores relative to control in a MOOC, while the general intervention did not — related
- Both SRL intervention modes produced higher course exit quiz scores than control in a programming MOOC — related
- Both general and personalized SRL interventions increased students' participation in chat-based collaborative activities compared to control — related
- 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 — related
- 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
- Pre-course SRL level statistically significantly predicted participation in collaborative chat activities — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
srl-interventions-reduced-mooc-dropout |
title |
SRL intervention groups had significantly lower dropout than control in a MOOC, with no difference between the two intervention modes |
description |
SRL intervention groups had significantly lower dropout than control in a MOOC, with no difference between the two intervention modes |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — psathas-2023 |
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