Exploring Repeated Self-Assessments in Online Discussions: Student Perceptions and Observed Learning Through Quantitative Content Analysis

• In Event: Roundtable Session 10
  In Roundtable Session: Online Teaching and Learning SIG Roundtable Session 2

Abstract

Research has historically looked at self-assessment and rubric use to measure writing assignments. Little research has investigated the use of repeated self-assessment and rubric use in online discussions. This exploratory, mixed-methods study analyzes both student self-perception of the efficacy of using repeated self-assessments on online discussions and changes in cognitive presence within the discussions as measured through quantitative content analysis. Survey results include that students appreciate repeated self-assessment and that engaging in this practice leads to more cognitively rigorous posts. Additionally, they value instructor feedback on self-assessments and are able to push themselves in subsequent discussions. Results from quantitative content analysis of students’ posts are pending. Findings suggest that use of repeated self-assessments is a beneficial for perceived student growth.

Author

• Jason Vickers, University at Albany - SUNY