{"id":{"repo_id":"uoit","oai_identifier":"oai:ontariotechu.scholaris.ca:10155/1207"},"canonical_url":"https://search.dev.ndltd.org/etd/uoit/oai:ontariotechu.scholaris.ca:10155/1207","repository":{"repo_id":"uoit","name":"Ontario Institute of Technology","base_url":"https://ontariotechu.scholaris.ca/server/oai/request"},"display":{"title":"Using asynchronous video interviews to enhance self-awareness of video communication skills in a community college setting","abstract":"Asynchronous video interviews are an emerging trend in the hiring process for assessing communication skills crucial in interviews. Industry leaders perceive a gap between communication skills and work-readiness of college graduates. That gap may reflect a lack of self-awareness. The purpose of this study was to explore the value of using a peer-assessed, asynchronous video interview assignment to enhance self-awareness of communication skills on video. Quantitative and qualitative data were collected using two questionnaires and two semi-structured interviews. The findings suggest that students became more self-aware of their communication skills, revealed experienced difficulties using body language and eye contact, showed low confidence levels recording self-facing videos, and had a preference for anonymous peer assessment. There was also a positive relationship between cognitive and affective attitudes towards asynchronous video interviews.","abstract_html":"Asynchronous video interviews are an emerging trend in the hiring process for assessing communication skills crucial in interviews. Industry leaders perceive a gap between communication skills and work-readiness of college graduates. That gap may reflect a lack of self-awareness. The purpose of this study was to explore the value of using a peer-assessed, asynchronous video interview assignment to enhance self-awareness of communication skills on video. Quantitative and qualitative data were collected using two questionnaires and two semi-structured interviews. The findings suggest that students became more self-aware of their communication skills, revealed experienced difficulties using body language and eye contact, showed low confidence levels recording self-facing videos, and had a preference for anonymous peer assessment. There was also a positive relationship between cognitive and affective attitudes towards asynchronous video interviews.","abstract_has_math":false,"creators":["Black, Kimberley-Ann"],"institution":"University of Ontario Institute of Technology","degree_name":"Master of Arts (MA)","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["Lesage, Ann","Hunter, Bill"],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-08-01","date_published":"2020-08-01","updated_at":"2026-07-24T05:35:32Z","subjects":["Asynchronous video interviews","Self-awareness","Communication skills","Video communication skills","Peer assessment"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10155/1207","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Lesage, Ann","Hunter, Bill"]},{"key":"dc:creator","label":"Author","values":["Black, Kimberley-Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-02-19T19:38:28Z","2022-03-25T18:44:50Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-02-19T19:38:28Z","2022-03-25T18:44:50Z"]},{"key":"dc:date.issued","label":"Date","values":["2020-08-01"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Ontario Institute of Technology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Asynchronous video interviews","Self-awareness","Communication skills","Video communication skills","Peer assessment"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10155/1207"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Asynchronous video interviews are an emerging trend in the hiring process for assessing communication skills crucial in interviews. Industry leaders perceive a gap between communication skills and work-readiness of college graduates. That gap may reflect a lack of self-awareness. The purpose of this study was to explore the value of using a peer-assessed, asynchronous video interview assignment to enhance self-awareness of communication skills on video. Quantitative and qualitative data were collected using two questionnaires and two semi-structured interviews. The findings suggest that students became more self-aware of their communication skills, revealed experienced difficulties using body language and eye contact, showed low confidence levels recording self-facing videos, and had a preference for anonymous peer assessment. There was also a positive relationship between cognitive and affective attitudes towards asynchronous video interviews."]},{"key":"dc:title","label":"Title","values":["Using asynchronous video interviews to enhance self-awareness of video communication skills in a community college setting"]}]}],"canonical_facts":{"dc:contributor.advisor":["Lesage, Ann","Hunter, Bill"],"dc:creator":["Black, Kimberley-Ann"],"dc:date.accessioned":["2021-02-19T19:38:28Z","2022-03-25T18:44:50Z"],"dc:date.available":["2021-02-19T19:38:28Z","2022-03-25T18:44:50Z"],"dc:date.issued":["2020-08-01"],"dc:description.abstract":["Asynchronous video interviews are an emerging trend in the hiring process for assessing communication skills crucial in interviews. Industry leaders perceive a gap between communication skills and work-readiness of college graduates. That gap may reflect a lack of self-awareness. The purpose of this study was to explore the value of using a peer-assessed, asynchronous video interview assignment to enhance self-awareness of communication skills on video. Quantitative and qualitative data were collected using two questionnaires and two semi-structured interviews. The findings suggest that students became more self-aware of their communication skills, revealed experienced difficulties using body language and eye contact, showed low confidence levels recording self-facing videos, and had a preference for anonymous peer assessment. There was also a positive relationship between cognitive and affective attitudes towards asynchronous video interviews."],"dc:identifier.uri":["https://hdl.handle.net/10155/1207"],"dc:language.iso":["en"],"dc:subject":["Asynchronous video interviews","Self-awareness","Communication skills","Video communication skills","Peer assessment"],"dc:title":["Using asynchronous video interviews to enhance self-awareness of video communication skills in a community college setting"],"dc:type":["Thesis"],"thesis:degree_discipline":["Education"],"thesis:degree_name":["Master of Arts (MA)"],"thesis:institution_name":["University of Ontario Institute of Technology"]},"updated_at":"2026-07-24T05:35:32Z"}