Adoption of video annotation tool in enhancing students’ reflective ability level and communication competence

Research output: Contribution to journalArticlespeer-review

Abstract

Video-based education has shown a positive impact on teaching and learning. Hence, it has been increasingly adopted, and one form of video-based education is the use of video annotation tools (VATs). However, the adoption of VATs in life coaching courses has rarely been observed. The present investigation aims to examine the effect of VATs on enhancing students’ level of reflective thinking and communication competence during coaching practices in a sample of seventy-three undergraduates enrolled in the course ‘Life coaching with the aid of peer support’. During the coaching practices, two coaching sessions were video-taped, and the videos were uploaded on an online platform. Students were instructed to use VATs to give peer comments based on the performances of their peers. Their reflective thinking level and communication competence were also examined. In addition, four students participated in focus group interviews to explore the effectiveness of VATs. Two dependent t-tests demonstrated that both reflective thinking level and communication competence improved over time. Implications of the adoption of VATs in teaching and learning were discussed. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
JournalCoaching
Early online date27 Jan 2021
DOIs
Publication statusE-pub ahead of print - 27 Jan 2021

Citation

Leung, K. C., & Shek, M. P. (2021). Adoption of video annotation tool in enhancing students’ reflective ability level and communication competence. Coaching. Advance online publication. doi: 10.1080/17521882.2021.1879187

Keywords

  • Video annotation tool
  • Reflective thinking level
  • Communication competence
  • Undergraduate
  • Life coaching

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