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|Title:||Exploring Students’ Self-assessment on Collaborative Process, Calibration, and Metacognition in an Online Discussion|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Xia, Y., Lee, H., & Borge, M. (2019). Exploring Students’ Self-assessment on Collaborative Process, Calibration, and Metacognition in an Online Discussion. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 945-946). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||Students need to accurately assess their performance on collaborative sense-making before employing strategies and making changes to improve their collaborative learning processes. In this study, one group of three undergraduate students who took part in five synchronous discussion in an online text-based learning environment was focused on as a case. The patterns of self-assessment, their calibration of understanding of learning goals, and inaccurate understandings were analyzed and discussed.|
|Appears in Collections:||CSCL 2019|
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