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

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.

KEYWORDS:

• Video annotation tool
• reflective thinking level
• communication competence
• undergraduate
• life coaching

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Faculty of Education & Human Development, Education University of Hong Kong: [Grant Number T0192].

Notes on contributors

Kim Chau Leung

Dr Leung Kim Chau is a Senior Lecturer in the Department of Special Education and Counselling of the Education University of Hong Kong. His specialised research area includes: self-concept and peer tutoring. He is strong in conducting research by using meta-analysis and structural equation modelling in addition to other statistical tools such as regression.

Mei Po Shek

Dr. Mabel Shek is currently a Senior Lecturer in the Department of Special Education and Counselling of the Education University of Hong Kong. She received her Doctor of Education from the University of Bristol. She also holds a Master’s degree in Education and a Master of Social Science degree in Counselling. Her teaching specialism and research focus is in school counselling and career guidance, professional identity, reflective learning and blended learning. Mabel has been engaging in different projects for knowledge transfer including promoting teacher’s morality, life education and career and life planning education to local schools. In addition, she is leading the community of practice in the University to advance teacher education and reflective learning. Mabel was awarded the Excellence in Teaching Award (Individual) in 2011 by the Faculty of Education Studies and the President’s Award for Outstanding Performance in Teaching (Individual) in 2012, Outstanding Performance in Administrative Services (Team) in 2017 and Outstanding Performance in Teaching (Team) in 2018 by the University.