Impact of Video Annotation on Undergraduate Nursing Students' Communication Performance and Commenting Behaviour during an Online Peer-Assessment Activity

This article reports on the implementation of a web-based video-annotation system that supports online peer-assessment activities in a nursing communication training scenario. A quasi-experimental design was applied to investigate the effects of using video annotation on communication skills and pro...

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Bibliographic Details
Published in:Australasian Journal of Educational Technology 2020-01, Vol.36 (2), p.71-88
Main Authors: Lai, Chin-Yuan, Chen, Li-Ju, Yen, Yung-Chin, Lin, Kai-Yin
Format: Article
Language:English
Subjects:
Academic Achievement
Annotations
Communication
Communication Skills
Control Groups
Documentation
Educational Technology
Experimental Groups
Feedback (Response)
Foreign Countries
Interpersonal Communication
Nursing Education
Nursing Students
Peer Evaluation
Quasiexperimental Design
Research Design
Social Media
Students
Technology Uses in Education
Undergraduate Students
Video Technology
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Summary:This article reports on the implementation of a web-based video-annotation system that supports online peer-assessment activities in a nursing communication training scenario. A quasi-experimental design was applied to investigate the effects of using video annotation on communication skills and professional attitudes. The participants were fourth-year students from two classes at a nursing college in Taiwan. One class of 50 students served as the experimental group, who used the video-annotation tool we designed to add their comments to videos. The other class of 50 students served as the control group and used YouTube to add comments. Although YouTube also provides video-annotation features, these are not often used. Two rounds of peer-assessment activities indicated that the video-annotation tool notably enhanced nursing students' communication performance. Specifically, the tool was helpful in promoting students' development of communication skills, but not their professional attitudes. The students using the video-annotation tool provided more suggestions in their peer comments than those who did not use it. Moreover, video annotation resulted in closer agreement between peer and expert ratings of students' communication. The use of a video-annotation feature could improve the effectiveness of online peer assessment and thus promote student performance.
ISSN:1449-5554
1449-3098
1449-5554
DOI:10.14742/ajet.4341