Open AccessMetacognitive Aspects Influencing Help-Seeking Behavior on Collaborative Online Learning Environment: A Systematic Literature Review
Author(s) -
Malikus Sumadyo,
Harry Budi Santoso,
Dana Indra Sensuse,
Heru Suhartanto
Publication year - 2021
Publication title -
the journal of educators online
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.499
H-Index - 16
ISSN - 1547-500X
DOI - 10.9743/jeo.2021.18.3.10
Subject(s) - metacognition , collaborative learning , psychology , context (archaeology) , process (computing) , variety (cybernetics) , educational technology , mathematics education , cognition , computer science , artificial intelligence , paleontology , neuroscience , biology , operating system
Metacognition has recently been used as an aspect of assessment in the development of learning, given the importance of this aspect in improving the ability to solve problems. Collaborative online learning is a recommended form of learning because of the existence of peer interaction. Higher interaction frequency will improve the process of knowledge construction for an individual student. This process occurs because metacognition activities are getting better. Metacognition skills are also closely associated with help-seeking behavior. This article is a systematic review of research conducted from 2009 to 2019 related to collaborative online learning, help-seeking behavior, and metacognitive skills. The purpose of this review is to identify and analyze the role of help-seeking behavior and the aspects of metacognitive skills developed in collaborative online learning. The results of the review show that there are various metacognitive aspects related to help-seeking behavior, and in the context of collaborative online learning, a variety of metacognitive aspects that are used to assess help-seeking behavior are found. Recommendations are also given at the end of this review.