Synchronous online discussions improve self-regulation more than asynchronous online discussions¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i2medium
Currency · newest study 2025 · not yet checked against its sources · 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.
q2 i2 Students in synchronous online discussion conditions showed significantly higher self-regulation than students in asynchronous online discussion conditions (partial η2 = .054). → 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 · i2 · causal · r2
The same two-way ANCOVA found a significant main effect of discussion type on self-regulation, F(1, 116) = 6.565, "η2 = .054". The synchronous group (M = 3.47) outperformed the asynchronous group (M = 3.31).
"the main effect of online discussion also showed a significant effect on self-regulation (F (1, 116) = 6.565, p > .05, η2 = .054)). According to the group means, the synchronous online discussion group (M = 3.47, SD = .35) outperformed the asynchronous online discussion group (M = 3.31, SD = .32) 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
- Online flipped learning improves self-regulation more than online learning in a basic math course — related
- Asynchronous lessons were rated higher than synchronous lessons on the POET-O — reports the opposite
- Synchronous online discussions produce higher behavioral, emotional, and cognitive engagement than asynchronous online discussions in online math courses — related
- Co-regulation and socially shared regulation occur rarely in synchronous online collaborative learning — related
- No significant main effect of learning approach on behavioral, emotional, or cognitive engagement — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
synchronous-discussion-improves-self-regulation |
title |
Synchronous online discussions improve self-regulation more than asynchronous online discussions |
description |
Synchronous online discussions improve self-regulation more than asynchronous online discussions |
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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