The rapid convergence of technologies of communication into a multimedia environment taking place over the last decade has created a new interest in the possibilities offered by videoconferencing systems. We are thus beginning to see the expansion of the potential for various levels of human interaction mediated by video in both business and educational domains. Through the support of the technologically mediated environment, people now have the capability to travel across time and space, meeting with other individuals, seemingly as if face-to-face. The purpose of this thesis is to explore more fully some of the issues of the new communication technologies (differences between face-to-face and mediated communication, changes to our conceptions of time and space, and problems of privacy and surveillance) and specifically how they apply to various videoconferencing scenarios as well as to a more detailed case study of a teleteaching experiment conducted recently at a French research institute.

No description available.

Thesis (Ph.D.) - Carleton University, 2005. / Includes bibliographical references (p. 148-154). Also available in electronic format on the Internet.

This thesis looks into the problems arising in an image transmission system when transmitting over an A TM network. Two main areas were investigated: (i) an alternative coding technique to reduce the bit rate required; and (ii) concealment of errors due to cell loss, with emphasis on processing in the transform domain of DCT-based images.

No description available.

Video teleconferencing is a successful tool in the education and business industry because of its ability to reach a large audience at numerous remote locations. New computer and communications technology allows for advances in teleconferencing capabilities. In this thesis, an analysis of educational teleconferencing requirements is performed to develop viable educational teleconferencing design approaches. These design approaches must consider various transmission means and typical methods of instruction. One design approach is selected and a functional design is performed. The design is evaluated using performance models and the Simscript II.5 simulation language. Curve fitting techniques are applied to observed data to create probability distribution functions used in creating an accurate model. The performance evaluation is used to optimize the transmission protocol and validate the design. The simulation results show that with a 9600 baud transmission rate, the effects of degraded transmission lines, short display times or abnormally large file sizes, have no significant effects on the proper performance of the system.

This thesis investigates whether certain practices improve the use of video-mediated communication; specifically video-mediated gazing (the act of looking directly into the camera) and face-to-face familiarisation prior to video-mediated meetings. This is done through comparisons of conditions where such practices are employed and control conditions. The successful adoption of these practices is assessed using a multi-level approach: investigating the communicative process, participant perceptions and task outcome. Participant perceptions are directed towards assessing the media, assessing other participants using the media, perceptions of task performance and communicative success, and perceptions of social co-presence. In cases where task outcome is assessed, an objective measurement of performance is taken. Communicative process is assessed through investigating participants use of gazing behaviour and verbal aspects of process: for example turn length, dialogue length and the numper of interruptions. Verbal aspects of process are also measured using Conversational Games analysis, where the functions of participants' utterances are assessed. The results show that participants who gaze at the camera are perceived more favourably. Accompanying speech with video-mediated gazing also results in improved recall of information. Face-to-face familiarisation alters participant perceptions of others using the media and feelings of social co-presence. It is concluded that for certain applications (specifically social tasks) and with an appropriate level of training (specifically with the use of video-mediated gazing) the use of such strategies benefits video-mediated communication.

"September, 2002" / Bibliography: p. 175-190. / 190 p. : ill. (some col.), plates (some col.) ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / In this thesis, a methodology is devised for the segmentation of the face and hands in sign language video sequences. As well as an improved coding performance, the content-based representation of video data would allow other functionalities, such as improved error-robustness and scalability. / Thesis (Ph.D.)--University of Adelaide, School of Electrical and Electronic Engineering, 2002

Campus administrators from rural public school districts are continuously looking for creative innovative ways to respond to the educational challenges placed upon them by federal and state-legislated accountability requirements. Advances in interactive videoconferencing (ITVC) technologies provide a way to address these challenges. However, these advancements sometimes lack needed resources to make a network of this magnitude work. The Mid-Rio Collaborative was established to share educational resources and knowledge between Texas A&M International University in Laredo, Texas, and surrounding rural public school districts in South Texas. The established collaborative provided the backdrop for the study while meeting the educational needs of this region. The purpose of this study was to examine the use of interactive videoconferencing as a viable alternative for the delivery of high school Algebra. A mixed methods case study of four campuses explored the perceptions of administrators teachers, and students in the use of interactive videoconferencing. The sampled population included 4 administrators, 4 teachers, 35 students (12 experimental and 23 control) from selected rural districts. Qualitative and quantitative research methodologies were utilized in identifying perceptions of participating principals, teachers, and students. Major findings of this study included (a) campus administrators’ values and beliefs influence teacher use of interactive videoconferencing; (b) a difference exists in experienced and novice teacher perceptions regarding the impact of ITVC, (c) perceptions are dependent upon the Teacher Partner role in the teaching and learning process; (d) increased interaction between students, teacher, content, other learners, and technology exists with instruction delivered through ITVC; (e) perceptions of cognitive and classroom conditions differed between students receiving instruction via face-to-face and interactive videoconferencing; finally, (f) students receiving instruction through ITVC did not demonstrate academic gains in state-mandated tests (TAKS). Study results support the current body of research that contends there is no significant difference between instruction delivered face-to-face and instruction being delivered via interactive videoconferencing.

Video-conferencing (VC) is a well established educational tool. Using a grounded theory approach, this study explored the experience of medical students studying remotely by VC. A convenience sample of 11 students participated in semi-structured interviews. Constant comparative analysis identified three emerging themes which were refined and verified by a focus group. The key themes were: the effect of VC on the students’ classroom experience, the development of a strong social cohesion between the students, and the impact on student learning. The participants adapted well to VC lectures but expressed reluctance to ask or answer questions in class. Participants felt they became more self-directed and better collaborative learners. Moore’s theory of transactional distance provides a possible explanation for these observations. High transactional distance was evident with less instructor-student interaction, more student-student interaction, and greater student autonomy. Understanding the transactional dynamics in the VC classroom will inform future research and faculty development. / 2011 May