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.

摘要

基于视频的教育已显示出对教学和学习的积极影响。因此，它已越来越多地被采用，一种基于视频的教育形式是使用视频注释工具 (VAT)。然而，很少观察到在生活指导课程中采用增值税。本调查旨在以 73 名参加“同伴支持的生活教练”课程的本科生为样本，研究增值税在教练实践过程中对提高学生反思性思维和沟通能力水平的影响。在教练实践过程中，对两次教练课程进行了录像，并将视频上传到了在线平台。学生被指示使用增值税根据同龄人的表现给予同龄人评论。还考察了他们的反思性思维水平和沟通能力。此外，四名学生参加了焦点小组访谈，以探讨增值税的有效性。两个相关的 t 检验表明，反思性思维水平和沟通能力都随着时间的推移而提高。讨论了在教学和学习中采用增值税的影响。