Can Online Rubrics Develop Learners' Metacognition?: A Qualitative Case Study Analysis

The growing use of rubrics as tools that can enhance students' learning has prompted an accompanying growth of rubric research in higher education, with a wealth of positive findings. As of yet however, these investigations have predominantly focused on paper-based rubrics or their digital static equivalent rather than truly online rubrics, which present a paradigm shift in how rubrics are displayed, accessed, understood, and interlinked with student text and feedback through the digital affordances of hyperlinking. Studies that have investigated online rubrics so far have focused on pragmatic concerns like efficiency or satisfaction with use, which are important aspects of any digital tool, but secondary to learning. The authors therefore carried out longitudinal case studies to investigate what impacts, if any, the online-ness of rubrics had on students' metacognitive development. Results show strong potential for online rubrics to enhance metacognition, but unfortunately in the majority-used platform we investigated, online rubrics currently are more hindrance than help.