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. (Contains 6 figures.)