Linguistic characteristics of reflective states in video annotations under different instructional conditions.
Video-based self-reflection and annotation is receiving increasing attention within the education literature. The importance of such technologies in education relate, in part, to the interactive nature and functionality these tools bring to aid learning engagement. In particular, these tools are wel...
| Publicado en: | Computers in Human Behavior Vol. 96; pp. 211 - 223 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
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Elsevier B.V.
Jul2019
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=136201663&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 136201663 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 07475632 JC4 jtl: Computers in Human Behavior issn: 07475632 maglogo: N pubinfo: dt: Jul2019 vid: 96 pid: 2410 pub: Elsevier B.V. artinfo: ui: 136201663 10.1016/j.chb.2018.03.003 ppf: 211 ppct: 12 formats: tig: atl: Linguistic characteristics of reflective states in video annotations under different instructional conditions. aug: au: Joksimović, Srećko Dowell, Nia Gašević, Dragan Mirriahi, Negin Dawson, Shane Graesser, Arthur C. affil: University of South Australia, 101 Currie St, Adelaide, SA, 5001, Australia University of Michigan, 500 S State Street, Ann Arbor, MI 48109, USA Monash University, Scenic Boulevard, Clayton, VIC, 3800, Australia University of Memphis, 3720 Alumni Ave, Memphis, TN 38152, USA su: Achievement tests Cognition Discourse analysis Educational technology Language & languages Linguistics Motor ability Teaching methods Psychology of Undergraduates Grounded theory Learning strategies Reflection (Philosophy) Hypermedia sug: subj: Achievement tests Cognition Discourse analysis Educational technology Language & languages Linguistics Motor ability Teaching methods Psychology of Undergraduates Grounded theory Learning strategies Reflection (Philosophy) Hypermedia keyword: CLAS Linguistic analysis Meta-cognitive skills Self-reflection Video annotation Video-based self-reflection CLAS Linguistic analysis Meta-cognitive skills Self-reflection Video annotation Video-based self-reflection ab: Video-based self-reflection and annotation is receiving increasing attention within the education literature. The importance of such technologies in education relate, in part, to the interactive nature and functionality these tools bring to aid learning engagement. In particular, these tools are well aligned with the need to promote and develop student meta-cognitive skills through the use of self-reflection activities. However, in the context of video-based learning environments, the nature of a students' self-reflective process is not well understood. We attempt to address this gap in the literature in two main ways. First, we developed a coding instrument to assess the depth of a students' self-reflection captured through the use of a video annotation tool. We then explored the linguistic and discourse properties of the student self-reflections using Coh-Metrix, a theoretically grounded computational linguistics facility. The adopted approach applies comprehensive analysis of language and discourse features associated with the specificity of students' internal self-feedback , which is externalized as self-reflections in video annotations. The results suggest that levels of self-reflection have characteristically different linguistic properties, and these differences align with the underlying cognitive mechanisms associated with distinct reflective activities. The paper provides a detailed discussion of the findings in the context of the theoretical, methodological, and practical implications associated with video-based self-reflection and video annotation. • Self-reflection and annotation are important strategies in video-based learning. • We develop a coding instrument to assess the depth of a students' self-reflection. • We explore the linguistic and discourse properties of the student self-reflections. • The levels of self-reflection have consistently different linguistic properties. • The findings also highlight the importance of effective learning design. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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