Reflective Video Journals and Adolescent Metacognition: An exploratory study

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Dixon, B. (2009). Reflective Video Journals and Adolescent Metacognition: An exploratory study. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 2516-2522). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/31011.

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
  Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
AACE

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Table of Contents

Author

Brian Dixon, High Tech High, USA

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.

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