A Formative Experiment Investigating the Use of Reflective Video Journals to Increase High School Students' Metacognition

Autor/in	Dixon, Brian Jeffrey
Titel	A Formative Experiment Investigating the Use of Reflective Video Journals to Increase High School Students' Metacognition
Quelle	(2009), (127 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of San Diego and San Diego State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1092-9649-5
Schlagwörter	Hochschulschrift; Dissertation; High School Students; Video Technology; Student Journals; Reflection; Metacognition; After School Programs; Educational Environment; Program Effectiveness; Feedback (Response); Intervention; Privacy; Personal Autonomy; Cues + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studentenzeitung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Privatsphäre; Individuelle Autonomie; Stichwort
Abstract	This study sought to determine the factors that enhance the effectiveness of reflective video journals to increase the metacognition of adolescent students. To achieve this pedagogical goal, this study followed the six-phase methodology of a formative experiment. Twelve high school students participated in a six-session after-school reflective video journaling program. Diverse data collection methods were used to determine the factors in the educational environment that enhance or inhibit students' metacognition, how the intervention and its implementation were necessarily modified to more effectively achieve the pedagogical goal, the potential impact of feedback and peer response, and any unanticipated positive or negative effects the intervention produced. 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 pedagogical goal include student autonomy, the voluntary nature of this study, and prompts not tied to a content area. Recommendations for classroom practice as well as suggestions for further research are reported. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10