Exploring Students’ Self-assessment on Collaborative Process, Calibration, and Metacognition in an Online Discussion

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.