Developing communication competence using an online Video Reflection system

Pre-service teachers' experiences

Matt Bower*, Michael Cavanagh, Robyn Moloney, MingMing Dao

*Corresponding author for this work

    Research output: Contribution to journalArticle

    28 Citations (Scopus)


    This paper reports on how the cognitive, behavioural and affective communication competencies of undergraduate students were developed using an online Video Reflection system. Pre-service teachers were provided with communication scenarios and asked to record short videos of one another making presentations. Students then uploaded their videos to an online blog and made reflective comments about their communication actions. Students also provided reflective feedback to their peers, which was then used to inform their next presentation attempt. Student responses to a reflective questionnaire indicated that they felt the Video Reflection approach resulted in a significant improvement in their presentation capabilities. Qualitative feedback and online postings indicated that the Video Reflection process improved students' understanding of communication concepts. Students also reported reduction in communication anxiety and an increase in confidence as a result of the Video Reflection system, providing evidence for the interrelationship between the cognitive, behavioural and affective dimensions of communication.

    Original languageEnglish
    Pages (from-to)311-326
    Number of pages16
    JournalAsia-Pacific Journal of Teacher Education
    Issue number4
    Publication statusPublished - Nov 2011

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