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dc.contributor.advisorLesage, Ann
dc.contributor.advisorHunter, Bill
dc.contributor.authorBlack, Kimberley-Ann
dc.date.accessioned2021-02-19T19:38:28Z
dc.date.accessioned2022-03-25T18:44:50Z
dc.date.available2021-02-19T19:38:28Z
dc.date.available2022-03-25T18:44:50Z
dc.date.issued2020-08-01
dc.identifier.urihttps://hdl.handle.net/10155/1207
dc.description.abstractAsynchronous 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.en
dc.description.sponsorshipUniversity of Ontario Institute of Technologyen
dc.language.isoenen
dc.subjectAsynchronous video interviewsen
dc.subjectSelf-awarenessen
dc.subjectCommunication skillsen
dc.subjectVideo communication skillsen
dc.subjectPeer assessmenten
dc.titleUsing asynchronous video interviews to enhance self-awareness of video communication skills in a community college settingen
dc.typeThesisen
dc.degree.levelMaster of Arts (MA)en
dc.degree.disciplineEducationen


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