Students' self analysis of contributions to online asynchronous discussions

Abstract

This paper presents an example of an approach that involves both the student and the instructor in the evaluation of an online discussion in a context of teaching and learning. According to this approach, the student conducts a self analysis of his or her contributions to the discussion, using criteria supplied in advance of the discussion. One student's four part self analysis of his contribution to an online discussion is presented to illustrate the approach. The self analysis focused on the number and length of postings, claims and grounds, and on knowledge construction, and was designed to engage students in higher levels of thinking. The approach to self analysis is discussed in terms of its modification for use in other contexts and implications for practice are presented.