Overconfidence in self-assessment is especially concerning in online learning environments where limited external feedback widens gaps between perceived and actual performance¶

Claim · All claims
Evidence · 1 study · associational r? · q1
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The challenges students face in self-assessing their understanding are particularly pronounced in online learning environments where limited external feedback can exacerbate calibration discrepancy. → HaeJin Lee · Nigel Bosch 2025

Evidence¶

HaeJin Lee · Nigel Bosch 2025¶

HaeJin Lee · Nigel Bosch. (2025). Calibration Discrepancy Predicts Students’ Subsequent Metacognitive Strategy Use in Computer-based Learning Environments. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-025-00514-5

q1 · i? · associational · r?

Theoretical argument in the article's review: "limited external feedback can exacerbate the issue", because online learners miss real-time interactions with instructors and peers that are crucial for evaluating performance. The article offers this as literature-grounded motivation, citing Bringula et al. (2021).

"The challenges students face in self-assessing their understanding are particu - larly pronounced in online learning environments (Bringula et al., 2021), where lim - ited external feedback can exacerbate the issue"

Discussion¶

Related Claims¶

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• Questionnaire data may capture learners' perceptions rather than the strategies they actually performed — related
• Fluent Illusions Mislead Self Assessment — related
• College students who overestimate their pretest retrospective judgments engage less in preparatory metacognitive strategies before quizzes in computer-based learning environments — a narrower finding that bears on this claim
• Pretest retrospective judgments, rather than actual pretest scores, predict college students' engagement in preparatory metacognitive strategies — related
• Traditional self-report methods face significant limitations in capturing the dynamic nature of SRL — related
• Students' perceptions of the tool's impact on learning were partly consistent with their self-reported metacognitive gains and logged tool use — a narrower finding that bears on this claim