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