Dixon, Brian.
Reflective Video Journals and Adolescent Metacognition: An Exploratory Study.
In Proceedings of Society for Information Technology & Teacher Education International Conference, Chesapeake, VA. 2009.
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.
Related posts:
- An Exploratory Study of the Videobloggers Community. body {background-repeat: no-repeat;}Warmbrodt, John W. An Exploratory Study of the...
- Jihadi Video & Auto-Radicalisation: Evidence from an Exploratory YouTube Study. body {background-repeat: no-repeat;}Abstract Large amounts of jihadi video content on...
- Cyber Extremism in Web 2.0: An Exploratory Study of International Jihadist Groups. body {background-repeat: no-repeat;}Abstract As part of the NSF-funded Dark Web...
- Engaging the YouTube Google-Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning. body {background-repeat: no-repeat;}Abstract YouTube, Podcasting, Blogs, Wikis and RSS are...
- Social Network Analysis of Video Bloggers’ Community. body {background-repeat: no-repeat;}Abstract Video blogs (or vlogs) have become increasingly...
Related posts brought to you by Yet Another Related Posts Plugin.
