Three-Lesson Web-Based SRL Training

Element · All elements
Evidence · 12 claims (9 for, 3 mixed) · 7 studies (4 causal, 2 quant-synthesis, 1 associational), q2–q3 · 3 of 7 report an effect size · 12 claims rest on one study

Description

A web-based training on self-regulated learning that "can be attended by virtually unlimited numbers of participants" choosing their own time and place. "The WBT comprises three lessons of approximately 90 min each", covering the pre-action, action and post-action phases, and using videos, presentations, self-tests, exercises and bulletin boards. In this study lessons unlocked at 1-week intervals, videos used real actors, and mean self-reported compliance was 82.18%.

Design Implications

Context

Requirements

• Three lessons unlocked consecutively in 1-week intervals, each worked through within three days
• Lesson content mapped to the process model phases: goal-setting and time management; volition, cognitive and metacognitive strategies; attribution, reflection and motivation
• Exercises that transfer strategies to learners' own course, such as a SMART learning goal and a four-week learning plan

Constraints

• Tested only in a four-week voluntary online mathematics preparation course with a predominantly male sample

Target Learners

• Prospective university students in mathematically oriented fields (computer science, civil engineering, mechanical engineering, mathematics) taking a voluntary online mathematics preparation course

Target Learning Goals

• Declarative SRL knowledge
• Self-reported SRL behavior, especially planning and metacognition
• Self-efficacy

Affordances

• Process Model Of Self Regulated Learning Schmitz Wiese

Claims

• 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 [+W]
• 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 [+W]
• 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 [~W]
• With peer feedback groups added to web-based SRL training (Group TDP), students showed statistically significant gains in self-motivation, volition and reflection, beyond the planning and metacognition gains also seen in Group TD; goal-setting and elaboration gains stayed non-significant [+W]
• Behavioral and environmental regulation knowledge demonstrated during digital SRL training predicted biology midterm and final exam grades, while knowledge of SRL processes did not [+W] — attached 2026-10-19 from Matthew L. Bernacki et al. (2023), which proposed "Science of Learning to Learn: a three-module digital SRL skill training embedded in undergraduate biology courses".
• Teachers' initial SRL competence profiles moderate training effectiveness: initially high-competence teachers benefit more from training [~W]
• KC lesson duration increased significantly only in the SRL-AIDE group (d = 1.14), not in the comparison group (d = 0.12) [+W]
• A Monitoring and Regulation Strategy delivered online increased university students' exam scores, whereas the Monitoring Exercise alone showed no significant effect [~W]
• Individual treatment organization and delivery form significantly moderate scaffold effects; classroom settings and Web-based environments show the largest effects [+W]
• In the SRL-AIDE group, MCS explicitness showed a larger pre-post gain (d = 2.08) than KC explicitness (d = 1.03), and SRL-AIDE's KC gain exceeded the comparison group's (d = 1.03 vs d = 0.31) [+W]

The evidence by question

• Which components (training, diary, peer feedback, goals), and which outcomes move? 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 [+M]
• Does building self-regulation support (planning, if-then plans, self-checks) into an online course improve learning and completion? Self-regulated learning interventions have a moderate effect (0.65) on learning outcomes in online and blended environments [+M]

Related Elements

• Self Regulated Learning Instruction

Examples

• Use computer-based instruction with observation, collaboration, and semi-structured guidance, plus online metacognitive guidance, to enhance SRL in mathematics
• Provide explicit teaching of SRL methods as structured guidance for regulating learning in online and blended settings
• Universities should provide SRL training and consider reducing the length of breaks between lectures, using web-based instruction to give flexible attendance

Key Sources

• 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

Page metadata

Field	Value
type	element
id	three-lesson-web-based-srl-training
title	Three-Lesson Web-Based SRL Training
description	A web-based training on self-regulated learning that "can be attended by virtually unlimited numbers of participants" choosing their own time and place.
status	review
canonical	True
generated	by claude/unspecified on 2026-09-24
trust	unverified — no one has confirmed this page's content
sources	1 — bellhäuser-2022

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