Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6327
Title: Examining the Relationship Between Calibration and Reflection in an Online Discussion Environment
Authors: Xia, Yu
Borge, Marcela
Keywords: Design
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Xia, Y. & Borge, M. (2020). Examining the Relationship Between Calibration and Reflection in an Online Discussion Environment. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1293-1300). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Calibration plays a critical role for groups to regulate future learning behaviors. There is a wealth of research on self-assessment, calibration, and metacognitive learning (e.g., Azevedo, 2009; Zimmerman, 2002), but there is a lack of research on calibration at the group level. To accurately calibrate, an accurate understanding of the assessment criteria plays an important role, and reflective activities in groups on self-assessment could provide opportunities for learners to take time thinking about their performance and correcting each other’s understanding of the criteria. This study aims to examine the relationship between learner calibration, at the group and individual level, with their patterns of discourse in the self-reflective discussions that indicated learner understanding of the assessed items. Results show that high calibration accuracy groups had more accurate understanding of the items, while incorrect understanding in medium and low calibration accuracy groups were either ignored or agreed upon, rather than challenged.
URI: https://doi.dx.org/10.22318/icls2020.1293
https://repository.isls.org//handle/1/6327
Appears in Collections:ICLS 2020

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