Metacognitive aspects influencing help-seeking behavior on collaborative online learning environment: A systematic literature review

Metacognition has recently been used as an aspect of assessment in the development of learning, given its importance in improving the ability of students to solve problems. Collaborative online learning is a recommended form of learning because it fosters peer interaction. A higher frequency of interaction will improve the process of knowledge construction for an individual student. This process occurs because metacognitive activities are getting better. Metacognitive skills are also closely associated with help-seeking behavior. This article is a systematic review of the 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.