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
Abstract :
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.
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.
