todo:

map & staar -> achievement and growth which one was which and what wat the conclusion

(^most important is that the findings were mixed, and are mixed across and within other studies as well)

maintain f2f => blended learning primarily adds additional time at home.

is the pos effect than not just an effect of additional study time? ^but that does apparently not reduce satisfaction, which is interesting

(but then again, in traditional approach students also study at home, for the test, and make homework)

and quizes is basically retrieval effect

srl: plan+goals, strategies+monitoring, reflect+adopt

meta analysis -> more confidence

there is little oppurtunity to ask questions during online lectures, in comparison to face-to-face learning. this is also important in regard to help-seeking, which is an important aspect of self-regulated learning.

it is also applicable to teacher presence, which is also a key condition of blended learning. we could facilitate this in two ways: 1) make the online part ‘live’ (aka a meeting). however, this means students have little control anymore over the online part, as it removes abilities to playback on-demand, pause, rewind, adjust playback speed etc. 2) a specific moment or forum to ask questions. this could be in the form of a weekly or biweekly moment to asks questions, either online or face-to-face (where online has preference, because it is more accessible for students).

in regard to srl, it can be beneficial to have some explanation upfront regarding study strategies etc. ^this could also be in a discussion with fellow students.

start with articles, then weblecture.

homework + lta search for instructional 1 ani, 1 vid (2g1b & veritasium?) analyse them. (see slides for criteria)