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Reflective Video Journals and Adolescent Metacognition: An exploratory study PROCEEDINGS

, High Tech High, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Online video sharing sites such as YouTube.com enable students to create and share reflective video journals focusing on both their formal and informing learning experiences. This study sought to determine the factors that enhance the effectiveness of reflective video journals to increase the metacognition of adolescent students. Twelve high school students participated in a six- session after-school reflective video journaling program. Diverse data collection methods were used. The research revealed several factors that enhance students' metacognition including highly structure prompts, privacy during production, and a focus on content over production value. Factors detracting from the student reflection include student autonomy, the voluntary nature of this study, and prompts not tied to a content area. Implications for classroom practice as well as suggestions for further research are reported.

Citation

Dixon, B. (2009). Reflective Video Journals and Adolescent Metacognition: An exploratory study. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 2516-2522). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 15, 2018 from .

Keywords

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