Exploring Metacognition and Higher Order Thinking Through Digital Video Creation: A Multiple Case Study
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2013-07-12
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Abstract
Metacognition is the ability to think about and modify or regulate one’s thinking or learning. Since the 1970’s, many studies have investigated the impact of applying metacognitive knowledge, strategies, and self-regulating skills to learning tasks in various disciplines and educational contexts. More often than not, these interventions have resulted in learning gains for the students involved. On a different front, the proliferation of new technologies in the classroom has opened the door for students to discover new ways of acquiring and constructing knowledge, and representing their thinking.
The purpose of this qualitative research study was to bring these seemingly divergent research strands together by exploring students’ thinking while they are involved in digital video creation. A multiple case study examining ten high school students’ thinking as they created digital videos was undertaken.
The study was informed by a number of theoretical models on metacognition and self-regulated learning as well as literature on constructivist learning, visual research methods, collaborative learning, and the use of digital video in the classroom. A conceptual framework of metacognition was developed from existing models in the literature. Constructs within this framework were used as macro-level coding categories in the data analysis. Both deductive and inductive methods were used to examine the data.
Findings revealed many occurrences of high school students’ implicit metacognitive thinking and skills during the process of video creation. When questioned by the researcher, all students were able to explicitly voice their thoughts and explanations about their thinking, feelings, and actions. Students treated DV technology as a full intellectual partner for scaffolding their learning and representations of knowledge. In addition, the collaborative learning involved in video creation became the impetus for shared metacognitions. These findings hold much promise for using DV creation as a tool for stimulating or eliciting metacognitive thinking and skills. As well, the conceptual framework may be useful as an analytical tool in future studies or as the basis for examining the many interrelationships among the different variables that influence metacognition.
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Citation
Bene, R. E. (2013). Exploring Metacognition and Higher Order Thinking Through Digital Video Creation: A Multiple Case Study (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26089