Combining synchronous online discussion with online flipped learning yields an interaction effect on behavioral and cognitive engagement¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 A significant two-way interaction between learning approach and discussion type was found for behavioral engagement (partial η2 = .046) and cognitive engagement (partial η2 = .044), with the SOF group outperforming the other three groups. → 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

MANCOVA among 121 undergraduates found a significant multivariate interaction, Wilks' Λ = .92, p < .05, "η2 = .072". Follow-up univariate tests showed the interaction was significant for behavioral (η2 = .046) and cognitive (η2 = .044) engagement but not emotional engagement.

"The results of the MANCOVA revealed that there was a significant two-way interaction effect between learning approach and online discussions (Wilks’ /u1D706 = .92, F (3, 114) = 2.940, p < .05, η2 = .072)."

Discussion¶

Related Claims¶

• No significant interaction effect of learning approach and discussion type on self-regulation — related
• No significant main effect of learning approach on behavioral, emotional, or cognitive engagement — related
• Online flipped learning improves self-regulation more than online learning in a basic math course — related
• Synchronous online discussions produce higher behavioral, emotional, and cognitive engagement than asynchronous online discussions in online math courses — related