Impact of Online Collaborative Video Annotation on STEM Students’ Reflective Thinking and Academic Self-Discipline


Authors : Daniel Day V. Aguillon, Sheryl Lyn C. Monterola

Volume/Issue : Volume 5 - 2020, Issue 1 - January

Google Scholar : https://goo.gl/DF9R4u

Scribd : https://bit.ly/2RkUTMS

In recent years, technology-based education has been a trend for educationalists and educators. In line with this academic revolution, contemporary researches focus on how technology-aided methodologies and approaches affect students’ academic achievement. For this reason, this study examined how online collaborative video annotation (OCVA) affects students’ reflective thinking and academic self-discipline. With the result that online collaborative video annotation does not significantly affect reflective thinking and academic self-discipline among STEM students in General Chemistry 1. However, understanding as a component of reflective thinking was significantly affected by the use of OCVA. Although reflective thinking was associated with STEM students' academic self-discipline, it did not predict the latter.

Keywords : Video Annotation, Reflective Thinking, Academic Self-Discipline.

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