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

References

• Aguillon, D. D. V., & Monterola, S. L. C. (2020). Impact of online collaborative video annotation on STEM students’ reflective thinking and academic self-discipline. International Journal of Innovative Science and Research Technology, 5(1), 203–215.
   Google Scholar
• Ardley, J., & Hallare, M. (2020). The feedback cycle: Lessons learned with video annotation software during student teaching. Journal of Educational Technology Systems, 49(1), 94–112. https://doi.org/10.1177/0047239520912343
   Google Scholar
• Association for Coaching. (2008). Association for Coaching Accreditation Application Pack. Retrieved January 2018, from www.associationforcoaching
   Google Scholar
• Bargeron, D., Gupta, A., Grudin, J., & Sanocki, E. (1999). Annotations for streaming video on the Web: System design and usage studies. Computer Networks, 31(11-16), 1139–1153. https://doi.org/10.1016/S1389-1286(99)00058-4
   Web of Science ®Google Scholar
• Barry, M., Murphy, M., & O'Donovan, H. (2017). Assessing the effectiveness of a cognitive behavioural group coaching intervention in reducing symptoms of depression among adolescent males in a school setting. International Coaching Psychology Review, 12(2), 101–109.
   Google Scholar
• Bolls, P. D., & Tan, A. (1996). Communication anxiety and teacher communication competence among Native American and Caucasian students. Communication Research Reports, 13(2), 205–213. https://doi.org/10.1080/08824099609362088
   Google Scholar
• Bower, M., Cavanagh, M., Moloney, R., & Dao, M. (2011). Developing communication competence using an online video reflection system: Pre-service teachers’ experiences. Asia-Pacific Journal of Teacher Education, 39(4), 311–326. https://doi.org/10.1080/1359866X.2011.614685
   Web of Science ®Google Scholar
• Bryan, L. A., & Recesso, A. (2006). Promoting reflection among science student teachers using a web-based video analysis tool. Journal of Computing in Teacher Education, 23(1), 31–39.
   Google Scholar
• Bubas, G. (2001, May). The Interpersonal Communication Competency Inventory and structure of trait communication competency. In Proceedings of the 51th annual conference of the International Communication Association.
   Google Scholar
• Chin-Yuan, L., Li-Ju, C., Yung-Chin, Y., & Kai-Yin, L. (2020). Impact of video annotation on undergraduate nursing students’ communication performance and commenting behaviour during an online peer-assessment activity. Australasian Journal of Educational Technology, 36(5), 71–84. https://doi.org/10.14742/ajet.6111
   Google Scholar
• Colasante, M. (2011). Using video annotation to reflect on and evaluate physical education pre-service teaching practice. Australasian Journal of Educational Technology, 27(1), 66–88. https://doi.org/10.14742/ajet.983
   Web of Science ®Google Scholar
• Cross, A., Bayyapunedi, M., Ravindran, D., Cutrell, E., & Thies, W. (2014, February). Vidwiki: Enabling the crowd to improve the legibility of online educational videos. In Proceedings of the 17th ACM conference on Computer supported cooperative work & social computing (pp. 1167–1175). ACM.
   Google Scholar
• Disch, J. (2012). Teamwork and collaboration. In G. Sherwood, & K. Barnsteiner (Eds.), Quality and safety in nursing: A competency approach to improving outcomes (1st ed.). John Wiley & Sons, Inc.
   Google Scholar
• Evi-Colombo, A., Cattaneo, A., & Bétrancourt, M. (2020). Technical and pedagogical affordances of video annotation: A literature review. Journal of Educational Multimedia and Hypermedia, 29(3), 193–226.
   Google Scholar
• Fischer, R. L., & Beimers, D. (2009). “Put me in, coach” a pilot evaluation of executive coaching in the nonprofit sector. Nonprofit Management and Leadership, 19(4), 507–522. https://doi.org/10.1002/nml.234
   Web of Science ®Google Scholar
• Gonen, S. I. K. (2016). A study on reflective reciprocal peer coaching for pre-service teachers: Change in reflectivity. Journal of Education and Training Studies, 4(7), 221–235. https://doi.org/10.11114/jets.v4i7.1452
   Google Scholar
• Grant, A. M. (2016). Reflection, note-taking and coaching: If it ain’t written, it ain’t coaching!. Coaching Psychologist, 12(2), 49–58.
   Google Scholar
• Grant, A. M., Curtayne, L., & Burton, G. (2009). Executive coaching enhances goal attainment, resilience and workplace well-being: A randomised controlled study. The Journal of Positive Psychology, 4(5), 396–407. https://doi.org/10.1080/17439760902992456
   Web of Science ®Google Scholar
• Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33–49. https://doi.org/10.1016/0742-051X(94)00012-U
   Web of Science ®Google Scholar
• Hay, J. (2007). Reflective practice and supervision for coaches. Open University Press.
   Google Scholar
• Hwang, S. K., & Lee, Y. J. (2015). Interpersonal communication competence and social anxiety in nursing students. The Journal of Korean Academic Society of Nursing Education, 21(4), 518–527. https://doi.org/10.5977/jkasne.2015.21.4.518
   Google Scholar
• Kaye, M. (1994). Assessing the interpersonal communication competence of vocational teachers: Contemporary issues and dilemmas. South Pacific Journal of Teacher Education, 22(1), 69–80. https://doi.org/10.1080/0311213940220108
   Google Scholar
• King, A., & Hoppe, R. B. (2013). “Best practice” for patient-centered communication: A narrative review. Journal of Graduate Medical Education, 5(3), 385–393. https://doi.org/10.4300/JGME-D-13-00072.1
   PubMedGoogle Scholar
• Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52. https://doi.org/10.1207/S15326985EP3801_6
   Web of Science ®Google Scholar
• McFadden, J., Ellis, J., Anwar, T., & Roehrig, G. (2014). Beginning science teachers’ use of a digital video annotation tool to promote reflective practices. Journal of Science Education and Technology, 23(3), 458–470. https://doi.org/10.1007/s10956-013-9476-2
   Web of Science ®Google Scholar
• McGonagill, G. (2002). The coach as reflective practitioner. In C. Fitzgerald, & J. G. Berger (Eds.), Executive coaching: Practices and perspectives (pp. 59–88). Davies-Black. Passmore.
   Google Scholar
• McGuffin, A. A., & Obonyo, E. (2010). Enhancing performance: A case study of the effects of employee coaching in construction practice. Construction Management and Economics, 28(2), 141–149. https://doi.org/10.1080/01446190903460672
   Google Scholar
• Moon, J. (2006). Learning journals: A handbook for reflective practice and professional development. Routledge.
   Google Scholar
• Passmore, J., & McGoldrick, S. (2009). Super-vision, extra-vision or blind faith? A grounded theory study of the efficacy of coaching supervision. International Coaching Psychology Review, 4(2), 145–161.
   Google Scholar
• Picci, P., Calvani, A., & Bonaiuti, G. (2012). The use of digital video annotation in teacher training: The teachers’ perspectives. Procedia-Social and Behavioral Sciences, 69, 600–613. https://doi.org/10.1016/j.sbspro.2012.11.452
   Google Scholar
• Purba, J., Suttharangsee, W., & Chaowalit, A. (2017). Effectiveness of a coaching Program for Family caregivers of Persons with Schizophrenia: A Randomized Controlled Trial. Walailak Journal of Science & Technology, 14(1), 11–24.
   Google Scholar
• Rubin, R. B., & Martin, M. M. (1994). Development of a measure of interpersonal communication competence. Communication Research Reports, 11(1), 33–44. https://doi.org/10.1080/08824099409359938
   Google Scholar
• Ryan, M., & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development, 32(2), 244–257. https://doi.org/10.1080/07294360.2012.661704
   Web of Science ®Google Scholar
• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
   Google Scholar
• Senot, C., Chandrasekaran, A., Ward, P. T., Tucker, A. L., & Moffatt-Bruce, S. D. (2015). The impact of combining conformance and experiential quality on hospitals’ readmissions and cost performance. Management Science, 62(3), 829–848. https://doi.org/10.1287/mnsc.2014.2141
   Web of Science ®Google Scholar
• Stahl, G., Sharplin, E., & Kehrwald, B. (2016). Developing pre-service teachers’ confidence: Real-time coaching in teacher education. Reflective Practice, 17(6), 724–738. https://doi.org/10.1080/14623943.2016.1206882
   Web of Science ®Google Scholar
• Stewart, M. A. (1995). Effective physician-patient communication and health outcomes: A review. CMAJ: Canadian Medical Association Journal, 152(9), 1423–1433.
   PubMed Web of Science ®Google Scholar
• Strijbos, J. W., Martens, R. L., Prins, F. J., & Jochems, W. M. G. (2006). Content analysis: What are they talking about? Computers and Education, 46(1), 29–48. https://doi.org/10.1016/j.compedu.2005.04.002
   Web of Science ®Google Scholar
• Sun, C. T. L. (2013). Themes in Chinese Psychology, 2e. Cengage.
   Google Scholar
• Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251–296. https://doi.org/10.1023/A:1022193728205
   Web of Science ®Google Scholar
• Williams, S., & Offley, N. (2005). Research and reality: Innovations in coaching.
   Google Scholar
• Yousef, A. M. F., Chatti, M. A., & Schroeder, U. (2014). Video-based learning: A critical analysis of the research published in 2003-2013 and future visions. In Elml 2014: The Sixth international Conference on Mobile, Hybrid and On-line learning (pp. 112–119).
   Google Scholar