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Dissertations / Theses on the topic 'Computer conferencing'
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Anderson, Kathleen J. "Women and computer mediated conferencing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0004/MQ34446.pdf.
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Rourke, Liam. "Exploring social communication in computer conferencing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0006/MQ59763.pdf.
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Caplan, Wendy. "Student experiences with synchronous computer conferencing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60390.pdf.
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Stachowicz, Thomas Joseph. "Teleconferencing and the MARRS computer conferencing system." Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9955.
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Janning, Ronald M. "Features of the MARRS computer conferencing system." Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9920.
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Baronikian, Haig. "Modelling and analysis of a computer conferencing system." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63756.
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Smith, Paxton J. "Voice conferencing over IP networks." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29574.
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Traditional telephone conferencing has been accomplished by way of a centralized conference bridge. An Internet Protocol (IP)-based conference bridge is subject to speech distortions and substantial computational demands due to the tandem arrangement of high compression speech codecs. Decentralized architectures avoid the speech distortions and delay, but lack strong control and have a key dependence on silence suppression for endpoint scalability. One solution is to use centralized speaker selection and forwarding, and decentralized decoding and mixing. This approach eliminates the problem of tandem encodings and maintains tight control, thereby improving the speech quality and scalability of the conference. This thesis considers design options and solutions for this model, and evaluates performance through live conferences with real conferees. Conferees found the speaker selection of the new conference model to be transparent, and strongly preferred the resulting speech quality to that of a centralized IP-based conference bridge.
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Robertson, Donald Alexander. "Teaching and learning in the computer-mediated conferencing context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0024/NQ49812.pdf.
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Manian, Vijay. "Access control model for Distributed Conferencing System." [Gainesville, Fla.] : University of Florida, 2002. http://purl.fcla.edu/fcla/etd/UFE0000570.
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Olsen, Maurice. "List Manager 3.0." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/MOlsen2007.pdf.
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Uyar, Ahmet. "Scalable service oriented architecture for audio/video conferencing." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
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Deacon, Diana Ruth. "Designing support for Web-based continuing education using computer conferencing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ53631.pdf.
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Cook, Neil. "A support framework for distributed conferencing systems." Thesis, University of Nottingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388286.
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Limpanyalers, Thaveeporn. "Performing Cooperative Work and Conferencing on an Intranet Using Java." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1440.
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The process of organising, preparing and conducting a meeting is a time consuming one. Additionally, geographic separation compounds the amount of effort required. Within this study, an electronic conferencing system in an Intranet environment is designed and implemented, thus enabling employees in the same organisation to meet up electronically without the dual constraints of time and space. Specifically, the study investigates incorporation of facial expressions and an ongoing polling system. The results demonstrate that a presence of facial expressions helps users to better engage in on-line discussion and that users find an ongoing poll to be useful in determining direction within an electronic meeting.
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Shukla, Swati Patanjali. "Notification services in a distributed conferencing system." [Florida] : State University System of Florida, 2000. http://etd.fcla.edu/etd/uf/2000/ane5969/julie%5Fthesis3.PDF.
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Thesis (M.S.)--University of Florida, 2000.Title from first page of PDF file. Document formatted into pages; contains xi, 97 p.; also contains graphics. Vita. Includes bibliographical references (p. 95-96).
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Schrire, Sarah. "The Learning Process, Moderation and Discourse Patterns in Asynchronous Computer Conferencing." NSUWorks, 2002. http://nsuworks.nova.edu/gscis_etd/826.
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Asynchronous computer conferencing is playing an increasingly important role in distance education, especially in higher education, by affording opportunities for in depth and meaningful learning. Working within a qualitative paradigm, a multiple-case study was conducted of three online asynchronous computer conferences at Nova Southeastern University's Graduate School of Computer and Information Sciences. The study examined the learning process in these conferences from the points of view of interaction, cognition and discourse analysis. Cognition was assessed using three models: Bloom's Taxonomy (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956), the SOLO Taxonomy (Biggs & Collis, 1982) and Garrison, Anderson and Archer's (2001) Practical Inquiry Model of Cognitive Presence. The learning interactions, based on the verbal data from the conferencing transcripts, were mapped and visually depicted. A number of thread types were identified, which became the basis for comparisons of the cognitive and discourse components within each case. The interactions were also analyzed using a modified version of Henri's (1992) Analytical Model for the Interactive Dimension. Levels of cognition in all three conferences were characterized by higher-order thinking. Synergistic interaction in the conference threads was associated with higher levels of cognition than other types of interaction, pointing to the importance of the collaborative element in learning. Discourse analysis of the first conference, the main case study, showed that the facilitation of learning was a function of the student-student and student-teacher exchanges arising from the instructor's moderation. In the second case, a conference that had no formal instructor intervention, the learning interactions were found to be related to the way in which the instructor had structured the instructional task and by the student -student exchanges triggered by the task. The analysis of the third case revealed patterns relating to the role of informal student moderation.
At the interpretive level of the study, which was based on numerical and statistical analysis, emerging patterns were described within each case and across the three cases. Using the Practical Inquiry Model as a basis, and triangulating findings from the interactive, cognitive and discourse perspectives, a modified content analysis scheme for evaluating the learning process in asynchronous computer conferencing was proposed.
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Ng, Jim Nee. "Architectural design for an application independent multimedia conferencing framework." Thesis, Staffordshire University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299199.
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Moore, Timothy Mark. "An open multimedia conferencing architecture supporting quality of service." Thesis, University of Kent, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360975.
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Addae, Erasmus. "Training a Globally-Dispersed Trainer Population Through Desktop Video-Conferencing." NSUWorks, 2007. http://nsuworks.nova.edu/gscis_etd/381.
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Technology presents great opportunities for developing and delivering education and training. Specifically, audio and video communication technologies have become useful tools for extending the reach of training and staff development. Unfortunately, many of these opportunities are missed due to lack of technology adoption and assimilation. Developing formal training programs is one way to improve organizational effectiveness. Therefore, it is essential that organizations design and implement training programs that are efficient and address relevant job competencies. Training managers and development executives are eager to leverage technologies to train and support employees. Today's institutions and organizations rely to a large extent on training, and there is ample reason to believe that the importance of training for organizations will continue to increase in the future. The quality of employees and their development through training and education are major factors in determining organizational growth. Desktop video-conferencing (DVC), when used effectively can present an effective channel for training at a distance.
The goal was to establish a model training process for DVC instruction that addressed the professional development needs of a globally-dispersed trainer population. Trainers completed a needs assessment that translated into a needs-driven instructional design. Course content was developed to meet specifications of a predefined template to be delivered by the technology. Implementation of the training was guided by six interrelated components of training that included conceptual framing, guided practice, establishment of evaluation benchmarks, provision of social and technical support and retraining. Participants were provided opportunities for hands-on and collaborative activities during the training. The study contributed to the knowledge base of training and learning technologies and provided practical uses of DVC for professional development of distant trainers.
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Deziel-Evans, Lisa. "An Investigation of Critical Thinking in Synchronous and Asynchronous Computer Conferencing Environments." NSUWorks, 2000. http://nsuworks.nova.edu/gscis_etd/486.
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Programs that involve teaching and learning at a distance often include the use of computer conferencing as a means to promote discussion and to stimulate higher-order thinking among students. Critical thinking should be considered an important outcome of graduate education yet there is little information available regarding the effectiveness of either synchronous or asynchronous computer conferencing to promote higher-order thinking in higher education. Although it stands to reason that asynchronous discourse would provide students with more time for research, reflection and decision making when compared to synchronous forms of communication, research was needed to provide evidence that this was actually occurring. In this study, content analysis was used to investigate higher order thinking. The primary research question examined whether critical thinking occurred to a higher degree in an asynchronous computer conferencing environment when compared to a synchronous one. Thirty-five students in the Pharmacy Informatics elective course of the Doctor of Pharmacy (Pharm.D.) degree program at Nova Southeastern University (NSU) participated in the study. Students completed the California Critical Thinking Skills Test (CCTST) and the Myers-Briggs Type Index (MBTl) before the study. Students were randomized to four groups and were exposed to two asynchronous and two synchronous online discussions designed to take advantage of constructivist learning theory. These discussions were recorded and the content analyses coding scheme was used to measure cognitive (critical thinking) presence. Results were obtained by coding and examining 3742 synchronous and asynchronous online postings from the instructor and students. Differences between synchronous and asynchronous modes of computer conferencing were assessed in terms of cognitive presence, social presence, instructor participation, and instructor-student interaction, participation by personality type and participation by gender. Student perception of critical thinking in the two different environments was also compared.
Results from the study indicated a significant difference in critical thinking and instructor participation between the two online conferencing environments. No differences in cognitive presence were seen by personality type or by gender. Students were able to perceive that more critical thinking occurred in the asynchronous conferences compared to the synchronous ones. Interrater agreement was reported.
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Kannan, Steven (Steven K. ). "Secure Voice over IP conferencing with decentralized group encryption." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/45979.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2007.Includes bibliographical references (p. 107-109).
This thesis addresses the development of an end-to-end secure Voice over IP (VoIP) conference system. We are particularly interested in challenges associated with deploying such a system in ad-hoc networks containing low bandwidth and/or high latency data links. End-to-end security is handled by the decentralized Public Key Group Encryption library (PKGE) developed at Lincoln Laboratory; PKGE allows real-time keying of conference users without an on-line central keying authority.We present a system design and its prototype implementation in accordance with a set of appropriate design goals. The final product demonstrates the feasibility of using PKGE in the demanding conditions of VoIP conferencing. The system development sheds light on a number of issues and engineering challenges that ultimately affect call quality, functionality, security, and usability, motivating our recommendations for the next generation system.
by Steven Kannan.
M.Eng.
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King, Karen D. "Comparison of Social Presence in Voice-based and Text-based Asynchronous computer Conferencing." NSUWorks, 2008. http://nsuworks.nova.edu/gscis_etd/637.
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The significance of social presence in asynchronous computer conferencing has become an increasingly important factor in establishing high-quality online learning environments. Levels of social presence exhibited in asynchronous computer conferences influence students' perceptions of learning and satisfaction levels in a Web based course. Evidence in the literature supports the use of text-based asynchronous computer conferences to enhance learning in online learning environments. Recently, faculty teaching online courses have begun to use voice-based asynchronous conferencing tools with little research to support the appropriateness of the media.
A quasi-experimental study design framed this examination of the levels of social presence as measured by interaction patterns in voice-based and text-based asynchronous computer conferences. Qualitative analysis of content transcripts representing voice based and text -based asynchronous computer conferences from one human physiology course at a state university located in the southeastern United States was examined in this study. The analysis was based on the affective, communicative reinforcement, and cohesive interactions as defined by Rourke, Anderson, Garrison, and Archer. A social density score was derived from transcripts. A multivariate analysis of variance was conducted to determine if there were significant differences in levels of social presence between voice-based and text-based asynchronous computer conferences.
Results reported higher levels of affective and communicative reinforcement interactions in the text-based asynchronous computer conferences at a statistically significant level. Voice-based asynchronous computer conferences contained higher levels of cohesive interaction patterns, although levels were not statistically significant. Deployment of voice-based technology as a pedagogical tool is delivered at a considerable cost to higher education institutions. These tools are often marketed based on the effectiveness of the technology in a learning environment. However, according to this study, there is no apparent benefit in using voice-based rather than text-based technology tools to facilitate asynchronous computer conferences in a Web-based learning environment.
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Gabriel, Martha A. "Communication and learning, how distance learners construct meaning in the computer conferencing environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0020/NQ48099.pdf.
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Cain, Darrell L. "The Explained Effects of Computer Mediated Conferencing on Student Learning Outcomes and Engagement." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/26746.
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There has been an increasing growth in the use of technology resources in traditional classroom styled higher education courses. This growth has received with both optimism and criticism. One of the issues critics have posed is that the use of technology resources does little, if anything, to improve student learning. As a result, this research examined if the use of technology contributes to student learning outcomes and student engagement activities, above and beyond student demographic variables. Specifically, this study investigated if the use of computer mediated conferencing (CMC) tools (i.e., email and electronic discussion boards) and computer aided instructional (CAI) resources (i.e., use of the computer and the Internet) contribute to student learning.
Included in the sample were 2000 college students, which were randomly drawn from the 2003 College Student Experience Questionnaire database. The survey included 53 Likert scale items with reliability ranges from .78 to .88 on each of the composite scales. For the data analysis, eight multiple regressions were conducted on student learning outcomes and student learning engagement. Student learning outcomes included four composite scales, measuring students' personal and social development, general education gains, intellectual development, science and technology gains, and vocational preparation. The student engagement scale was comprised of three composite scales, which included faculty interactions, social, political and scientific discussions, and diversity and social interactions.
The findings revealed that the use of technology resources does contribute to student learning, above and beyond student's background variables. The model inclusive of technology variables explained 4% to 7% of the gains in student learning, while student background variables contributed .03% to 2% of the gains. The findings suggest incorporating the use of technology can aid students in the learning process, though the effect size was fairly modest in most cases. The use of computer mediated conferencing and computer assisted learning tools should be used in combination with traditional classroom instructions to have the best effects.Ph. D.
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Mason, Robin D. "A case study of the use of computer conferencing at the Open University." Thesis, Open University, 1989. http://oro.open.ac.uk/56447/.
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This case study is set within the theoretical framework of distance education, and is centred on the first large-scale use of computer conferencing for distance education at the Open University. The concepts of independence and autonomy, of the quasi-industrialisation of large distance teaching universities, and of interaction with learners, are taken as the frameworks for analysing the success of this application of the medium. The hypothesis concerning the convergence of traditional and distance education systems is given further support by the introduction of this new technology. The perspectives of the students who used conferencing as part of their course on Information Technology, the tutors who used conferencing for tutoring the course, and the course team who designed and wrote the course, and then maintained it with conferencing, are the central areas of investigation and analysis in this study. Qualitative data - from interviews, observation and conference content, is used along with quantitative data from user-generated statistics, from surveys and from the course database. The success of the application is analysed in three ways: its effectiveness as a mass distance teaching medium, its value as a medium for tutoring, and its use as a minor component of a multi-media course. The results show that computer conferencing can be used with large numbers of students mastering the system at a distance, though not necessarily using it interactively. The medium is very successful for certain tutoring duties - support, advice and information exchange, and potentially for interactive discussion. However, as a minor component of a course, it is too powerful and too time consuming to be successful.
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Panagou, Soterios. "Development of the components of a low cost, distributed facial virtual conferencing system." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1006490.
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This thesis investigates the development of a low cost, component based facial virtual conferencing system. The design is decomposed into an encoding phase and a decoding phase, which communicate with each other via a network connection. The encoding phase is composed of three components: model acquisition (which handles avatar generation), pose estimation and expression analysis. Audio is not considered part of the encoding and decoding process, and as such is not evaluated. The model acquisition component is implemented using a visual hull reconstruction algorithm that is able to reconstruct real-world objects using only sets of images of the object as input. The object to be reconstructed is assumed to lie in a bounding volume of voxels. The reconstruction process involves the following stages: - Space carving for basic shape extraction; - Isosurface extraction to remove voxels not part of the surface of the reconstruction; - Mesh connection to generate a closed, connected polyhedral mesh; - Texture generation. Texturing is achieved by Gouraud shading the reconstruction with a vertex colour map; - Mesh decimation to simplify the object. The original algorithm has complexity O(n), but suffers from an inability to reconstruct concave surfaces that do not form part of the visual hull of the object. A novel extension to this algorithm based on Normalised Cross Correlation (NCC) is proposed to overcome this problem. An extension to speed up traditional NCC evaluations is proposed which reduces the NCC search space from a 2D search problem down to a single evaluation. Pose estimation and expression analysis are performed by tracking six fiducial points on the face of a subject. A tracking algorithm is developed that uses Normalised Cross Correlation to facilitate robust tracking that is invariant to changing lighting conditions, rotations and scaling. Pose estimation involves the recovery of the head position and orientation through the tracking of the triangle formed by the subject's eyebrows and nose tip. A rule-based evaluation of points that are tracked around the subject's mouth forms the basis of the expression analysis. A user assisted feedback loop and caching mechanism is used to overcome tracking errors due to fast motion or occlusions. The NCC tracker is shown to achieve a tracking performance of 10 fps when tracking the six fiducial points. The decoding phase is divided into 3 tasks, namely: avatar movement, expression generation and expression management. Avatar movement is implemented using the base VR system. Expression generation is facilitated using a Vertex Interpolation Deformation method. A weighting system is proposed for expression management. Its function is to gradually transform from one expression to the next. The use of the vertex interpolation method allows real-time deformations of the avatar representation, achieving 16 fps when applied to a model consisting of 7500 vertices. An Expression Parameter Lookup Table (EPLT) facilitates an independent mapping between the two phases. It defines a list of generic expressions that are known to the system and associates an Expression ID with each one. For each generic expression, it relates the expression analysis rules for any subject with the expression generation parameters for any avatar model. The result is that facial expression replication between any subject and avatar combination can be performed by transferring only the Expression ID from the encoder application to the decoder application. The ideas developed in the thesis are demonstrated in an implementation using the CoRgi Virtual Reality system. It is shown that the virtual-conferencing application based on this design requires only a bandwidth of 2 Kbps.Adobe Acrobat Pro 9.4.6
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Al-Jarrah, Mohammad. "Intelligent network manager for distributed multimedia conferencing." Ohio : Ohio University, 2000. http://www.ohiolink.edu/etd/view.cgi?ohiou1179166602.
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Fan, Irene (Irene Ringya). "A collaborative video-conferencing system for improving care during neonatal transport." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/53157.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2009.Includes bibliographical references (p. 89-92).
The need for real-time telemedicine to support urgent care is growing. The primary focus of our work has been on improving the care provided to critically ill infants born at community hospitals who need to be transported to tertiary care centers for specialized neonatal treatment. Providing real-time effective communication between community physicians, transport teams, and specialists will lead to better decisions about where to transport patients, better patient care during transfers, and reduced time to proper treatment upon arrival at the receiving hospital. There are a number of challenges in implementing a system that meets these needs: creating a reliable high-bandwidth channel on a moving ambulance by aggregating unreliable low-bandwidth cellular channels, providing a user interface that can be easily and effectively used by physicians, and instrumenting the incubator in which the infants are transported. We have built a bi-directional near real-time video-conferencing system designed to facilitate better communication between physicians and transport teams. In addition to providing much higher-quality video than current mobile telemedicine applications, our application provides collaborative and domain-specific features not offered by a regular teleconferencing system: doctors and transport team members can save and email snapshots and video clips for further analysis and discussion, zoom in on different portions of the video, switch between several cameras for different views of the patient and a vitals signs monitor, and set the video transmission parameters (e.g., frame rate and latency).
by Irene Fan.
M.Eng.
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Bullen, Mark. "A case study of participation and critical thinking in a university-level course delivered by computer conferencing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25024.pdf.
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Bower, Matthew. "Designing for interactive and collaborative learning in a web-conferencing environment." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/26888.
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Thesis (PhD)--Macquarie University, Division of Information and Communication Sciences, Computing Department, 2008.Bibliography: p. 503-514.
This study investigated learning design in a web-conferencing environment based on three semesters of lessons conducted as part of an introductory programming subject. As well as characterizing the nature of discourse and interaction, the study focused on how the design of the interface, activity and task type affected collaboration and learning. Engeström's (1987) Activity Theory based upon a socio-constructivist view of learning was used to frame the analysis. --Interface designs incorporated theory relating to graphical user interface design, multimedia learning, and findings from the cognitive sciences. Activity designs were differentiated based on the degree of student ownership, from teacher-centred (transmissive) approaches, to teacher-led (guided interaction) approaches, to student-centred (collaborative group-work) designs. Types of tasks were considered on the basis of their level of knowledge (declarative, procedural and conceptual), their character (authenticity, situatedness) and their domain specific nature (in the field of computer science education). The effects of the different interface, activity and task designs on collaboration and mental model formation were explored. --A mixed method approach to analysis was adopted, incorporating a design-based research study and a multimodal discourse analysis. The design-based research allowed a broader, more interpretivistic and process focused analysis to be conducted, based on the strategic redesigns that occurred between iterations of the subject. The multimodal discourse analysis enabled more detailed, objective and outcomes based measurements of the subject of discourse, the nature of interactions and the types of modalities used to mediate learning. Triangulating data from the design-based research study and the multimodal discourse analysis provided a more complete description of phenomena and promoted greater reliability. --Results include the way in which different modalities afforded different possibilities for representing, and how combinations of those modalities could be effectively integrated by applying multimedia learning principles. Student-centred learning designs increased student involvement, allowing them to take greater ownership over the content and to more fully share their mental models. Authentic, meaningful problem solving tasks promoted greater student engagement. The capacity to dynamically redesign the interface based on the collaborative and cognitive requirements of the learning episode supported more effective implementation of conversational (Laurillard, 2002) approaches to learning. --More effective interaction and collaboration resulted from prescribing patterns of engagement, managing activity and technology so that student discourse could focus on content, and providing guidance regarding semiotic representational forms so that students could concentrate on applying those representations rather than inventing them. Teacher and student virtual classroom competencies critically influenced collaboration and learning. --Based on the findings in this study, a framework of nine pedagogical patterns for teaching and learning in web-conferencing environments is proposed. The framework provides an integrated approach to learning design that relates the interface design with the activity design and the level of knowledge (task type).
Mode of access: World Wide Web.
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Ganeva, Irena. "Native and non-native speakers' participation in educational asynchronous computer conferencing, a case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0005/MQ45959.pdf.
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Cunningham-Atkins, Hilary Anne. "The influence of learning style on the effective use of text-based computer conferencing." Thesis, Leeds Beckett University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400116.
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Stammen, Ronald M. "Rural school administrators' perspectives about problems and barriers regarding the utilization of computer conferencing /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683401444348.
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Hallberg, Andreas. "A protocol for decentralized video conferencing with WebRTC : Solving the scalability problems of conferencing services for the web." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-202963.
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Video conferencing has been a part of many communication platforms over the years. Over the last decades users have moved from dedicated telephony networks to the Internet, and recently to the Web. With the introduction of Web Real-Time Communication (WebRTC) it is now possible to make voice- and video calls simply by visiting a web page, without having to install any additional software. Services that enable multi-user conferences are quite common. However existing solutions such as the Multipoint Control Unit (MCU) inherently do not scale and can be a single point of failure, due to its centralized architecture. This can lead to high maintenance costs and poor service availability.To solve the scalability- and availability problems of video-conferencing services, a decentralized alternative to the MCU is proposed. A decentralized conferencing system uses the distributed resources of its users instead of relying on a central server. This means that the system can handle an increasing number of users without having to upgrade any server infrastructure. Additionally, failures are only partial and can happen regularly without affecting the rest of the system. This report presents the development of a protocol built on top of WebRTC that enables completely decentralized multi-user conferencing. It includes a distributed algorithm for voice-activated switching to reduce the computation and network resources used. A load-balancing technique based on media stream relays is used to distribute the resource requirements of the conference participants. The protocol is implemented as a Javascript library that can be included in a web application. A proof-of-concept web application is developed using the library and its performance is evaluated. The performance data is analyzed and the results are used to make incremental improvements to the protocol and implementation. Although not all features of the protocol are implemented, the tests show promising results. The application allows multiple users to participate in high-definition video conferences, with no server infrastructure aside from a Mini PC that hosts a web server and a WebRTC signaling server.Videokonferenser har varit en del av många olika kommunikationsplattformar genom åren. Tekniken har yttats från dedikerade telefonnnät,, till Internet, och på senare tid till webben. I och med introduktionen av WebRTC (Web Real-Time Communication) är deti dag möjligt att enkelt deltaga i röst- och videosamtal genom att gå till en webbsida utan att behöva installera någon programvara annat an en webbläsare. De flesta existerande konferenstjänster är byggda med en centraliserad arkitektur, vilket kan leda till tekniska problem när antalet användare ökar eller när fel uppstår i systemens centrala servrar. Dessa problem kan leda till driftstopp och skada tjänstens tillgänglighet för användarna. Den här rapporten täcker utvecklingen av ett protokoll som tillsammans med WebRTC kan användas för att bygga en helt decentraliserad konferenstjänst. Målet är att tjänsten ska vara oberoende av centrala servrar, och på så vis lösa problemen med skalbarhet och tillgänglighet. Protokollet implementeras i en webbapplikation som testas och utvärderasöver flera iterationer för att hitta nya förbättringar. Testerna visar lovande resultat. Slutsatsen dras det är fullt möjligt att bygga en konferenstjänst på detta sätt, och möjligheter för framtida optimeringar och testfall föreslås.
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Hossen, Md Showket, and Md Neharul Islam. "QoS Performance Evaluation of Video Conferencing over LTE." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5069.
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Mobile data usage has been on the rise in relation to the streaming media such as video conferencing and online multimedia gaming. As a result, Long-Term Evolution (LTE) has earned a rapid rise in popularity during the past few years. The aim of this master’s thesis is to analyze the quality of service (QoS) performance and its effects when video is streamed over a GBR (Guaranteed bit rate) and non-GBR bearers over LTE. Using OPNET (Optimized Network Engineering Tool), the performance can be simulated having Downlink (DL) and Uplink (UL) scenarios for video conferencing including web traffic. Further we also measured the performance of packet End-to-End (E2E) delay, packet loss and packet delay variation (PDV). This thesis work is an empirical work, which can be followed up by further research propositions.
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Charle, Poza María Isabel. "The effects of asynchronous computer voice conferencing on learners' anxiety when speaking a foreign language." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=4007.
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Thesis (Ed. D.)--West Virginia University, 2005.Title from document title page. Document formatted into pages; contains xi, 129 p. : ill. Includes abstract. Includes bibliographical references (p. 97-105).
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ElGebaly, Hani H. "On performance improvement of restricted-bandwidth multimedia conferencing over packet-switched networks." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ36636.pdf.
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Osorio, Antonio Jose Meneses. "Telematics for the education and professional development of teachers." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361339.
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Date, Amit Vinayak. "Implementation of distributed database and reliable multicast for Distributed Conferencing System version 2." [Gainesville, Fla.] : University of Florida, 2001. http://purl.fcla.edu/fcla/etd/UFE0000313.
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Thesis (M.S.)--University of Florida, 2001.Title from title page of source document. Document formatted into pages; contains viii, 57 p.; also contains graphics. Includes vita. Includes bibliographical references.
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Gunter, Michael R. "A Distance Education Conferencing System Utilizing Voice and Text Data Over a Low Bandwidth Communications Link." NSUWorks, 1996. http://nsuworks.nova.edu/gscis_etd/558.
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This dissertation addresses the technical utilization of multimedia computer technology to increase the effectiveness of distance education. Text-based conferencing using computers has been in use for more than ten years but suffers from interaction speeds paced by the participant's keyboarding proficiency. Multimedia computers capable of rendering voice and graphics can increase information delivery by an order of magnitude. Constraining the development of multipoint conferencing system are the low bandwidth communications infrastructure, the absence of a data bridge, and effective multimedia compression and multiplexing techniques for the diverse user platforms.
Many applications are reviewed that can, in part, perform at least some of the functions required. Research is presented describing current implementations of group conferencing systems which use both high-power workstation computing equipment and high-speed communication connections. Implementations of voice point-to-point connectivity, found in the numerous "internet phone" applications, are surveyed. A key component of each system is a technique to address the high data rates required for voice data. Voice data compression can use differing techniques, depending on the computing hardware and auxiliary compression hardware available. An analysis of software voice compression techniques is performed noting that computing power for encoding and decoding are not always symmetrical.
Unlike standard data driven systems, a voice conferencing application is time-sensitive. Network behaviors, such as queuing, or multitasking operating systems which are not deterministic can introduce significant delays during transmission. Additionally, multitasking operating systems which are not deterministic can also introduce delays. These delays can render voice transmission unusable, introducing sudden stops and starts in the voice reproduction. Techniques for design of a time-sensitive system will be developed.
The dissertation develops an implementation of a group conferencing system combining the capabilities of text-data and voice multiplexing, compression, and bridging. The system will be designed to adapt to the many diverse hardware platforms, selecting the compression algorithm to maximize performance on the client system.
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Aringunram, Ravichandran. "Secure communication services for distributed conference system." [Gainesville, Fla.]: University of Florida, 2002. http://purl.fcla.edu/fcla/etd/UFE0000505.
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Chen, Chun-Ying. "Managing perceptions of information overload in computer-mediated communication." Texas A&M University, 2003. http://hdl.handle.net/1969.1/1370.
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Many studies report information overload (IO) as one of the main problems students encounter in computer-mediated communication (CMC). To date, researchers have paid little attention to the problem of IOmore specifically, to its impact on students quality interactionin educational CMC. In an attempt to fill that gap, the purposes of this study were as follows: (a) to understand the difficulties students encounter that contribute to their perceptions of IO in CMC, (b) to observe the impact of those difficulties on students learning in online discussions, and (c) to identify students strategies for avoiding or managing those difficulties in order to engage in quality learning. Interviews with students and computer conferencing transcripts were analyzed both qualitatively and quantitatively.
Interviews with 10 graduate students near the beginning of the semester revealed that although students were exposed to the same amount of information in the same learning environments, different individuals experienced different degrees of IO. Varied learner characteristics caused some students to be more susceptible to IO than others. The difficulties students encountered that contributed to their perceptions of IO included connection problems, navigation difficulties, discomfort with online communication, numerous ongoing discussion messages and endless resources, difficulty in organizing learning, and problems understanding the assigned readings. Those difficulties tended not to affect students deep processing as observed in their discussion messages, but might influence students online interaction with others.
Students engaging in quality learning in online discussions were interviewed near the end of the semester to investigate their learning strategies. The results indicated that students used a variety of strategies to deal with those difficulties. Those strategies were related to online class preparation, identifying relevant information, processing online information and printed materials, keeping learning on track, organizing learning, and avoiding internal and external distractions. The results of this study have implications for course design.
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Salmon, Gillian Kay. "On-line training for computer mediated conferencing : an action research study in a distance management tutoring context." Thesis, Open University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481521.
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Moser, Ann Hager. "Theories, Techniques, and the Impacts of Computer-mediated Conferencing in a University Writing Center: Toward a Model for Training Programs." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/30170.
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In 1984, Stephen North said of writing center research: "There is not a single published study of what happens in writing center tutorials" (433). In the eighteen years since then, writing center practitioners and scholars have produced impressive research and development work, but few empirical studies have added to the sub-field of computer-mediated writing conferencing, though there are more than 300 online writing labs, OWLs, listed on the National Writing Centers Association website.
This study started with the understanding that there are significant behavior, communication, and tutoring technique differences between online tutoring and face-to-face tutoring that can affect tutor training, which the research from the fields of computers and composition, computer-mediated communication, and writing centers shows. The purpose of this research was to describe the nature of the online writing lab tutorial.
Qualitative analysis was used to prepare a full picture of the online tutoring sessions of three tutors over a six-week period in the Radford University Writing Center. The researcher took the role of participant/observer/interviewer for the sessions. Interviews and talk during conferences with the tutors, were transcribed, coded and contextualized, adding to the understanding of the tutor?s online work.
Using a functional analysis model created by Gere and Abbott (1985) and applied by Hewett (1999), transcripts of the tutorial conferences were divided by linguistic idea units and coded according to function, intent, and consciousness. Additionally, a coding scheme was created out of the interview transcripts and from the tutorial responses of this study that focused on the technical and social aspects of the online conferencing, which helped objectify the nature of computer-mediated conference.Ph. D.
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Valacich, Joseph S. "Group size and proximity effects on computer-mediated idea generation: A laboratory investigation." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184829.
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This dissertation investigated the effects of group size, group member proximity and the interaction of these two variables on the performance of brainstorming groups in a synchronous, computer-mediated environment. A laboratory experiment was employed to manipulate the independent variables group size (4- and 8-member) group member proximity. Group member proximity was manipulated by allowing proximate groups to work in a single meeting room, while members of distributed group worked in separate rooms. The subjects, upper-level, undergraduate business students, were asked to identify and discuss all "people, groups and organizations" that would be affected by a proposed policy to require all undergraduate business students to have individual access to a personal computer. The computer-mediated brainstorming system allowed all group members to enter and share information simultaneously, as all communication was electronic. Group performance was assessed by counting the total number of unique solutions generated and by the sum of expert rated quality scores for each unique solution. Groups in all conditions contributed approximately the same number of comments and felt equally satisfied. Contrary to an ample body of noncomputer-mediated brainstorming research, large groups were more productive than small groups for both idea quantity and quality. Small groups were, however, more productive than large groups on a per person basis, as increased group size yielded diminishing returns. Remote groups were more productive than proximate groups. Group researchers have found that group interaction produces productivity gains and losses, each of which increase in strength as the group size increases. This research found group productivity losses for computer-mediated brainstorming to be relatively constant, as the technology mitigated productivity inhibitors in conditions where prior noncomputer-mediated research has found these losses to increase (i.e., larger groups).
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Gerbic, Philippa, and philippa gerbic@deakin edu au. "On-campus students' learning in asynchronous environments." Deakin University. School of Education, 2006. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080421.153614.
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Asynchronous online discussions have the potential to improve learning in universities. This thesis reports an investigation into the ways in which undergraduates learned in online discussions when they were included within their face-to-face courses. Taking a student perspective, four case studies describe and explain the approaches to learning that were used by business undergraduates in online discussions, and examine the influence of the computer-mediated conferencing (CMC) medium and curriculum design on student learning.
The investigation took a qualitative approach where case studies were developed from multiple data sources. In each of the cases, a description of the setting of the online discussions introduced the learning environment. Further details of student learning behaviours in the online discussions were provided by an analysis of the systems data and a content analysis of the online discussion transcripts. In depth interpretation of interview data added student perspectives on the impact of CMC characteristics, the curriculum or learning design and the relationship between the online discussions and face-to-face classes. A comparative cross case analysis of the findings of the four cases identified and discussed general themes and broad principles arising from the cases.
The campus-based students acknowledged that online discussions helped them to learn and their message postings evidenced deep approaches to learning. The students recognised the value for learning of the text based nature of the CMC environment but peer interaction was more difficult to achieve. Asynchronicity created time flexibility and time for reflection but it also presented time management problems for many undergraduates. Assessment was the most influential aspect of the curriculum design. The cases also identified the importance of a dialogical activity and the absence of the teacher from the online discussions was not problematic. The research identified new perspectives on the relationship between online discussions and face-to-face classes. Students regarded these two media as complementary rather than oppositional and affirmed the importance of pedagogic connections between them. A teaching and learning framework for online discussions was developed from these perspectives.
The significance of this study lies in improved knowledge of student learning processes in online discussions in blended learning environments. The cases indicated the potential value of the CMC environment for constructivist philosophies and affirm the significant role of curriculum design with new technologies. Findings relating to the complementary nature of online and face to face discussions provided a platform for building a teaching and learning framework for blended environments which can be used to inform and improve pedagogical design, teacher expertise and student learning outcomes in asynchronous online discussions.
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Zafeiriou, Georgia. "Students' perceptions of issues arising from, and factors influencing, group interaction in computer conferencing : a grounded theory approach." Thesis, University of Sheffield, 2001. http://etheses.whiterose.ac.uk/3513/.
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The present study aimed to identify students' perceptions of issues arising from and factors influencing on-line group interaction and dynamics in computer conferencing in higher education by recording the perceptions of a group of students who acted as members of on- line groups. The emergent objectives were to develop recommendations and guidelines for the effective deployment of on-line group interaction and elements of a possible model. The research has taken an inductive interpretative approach applying qualitative methods. Interviews were the main tool of data collection and the grounded theory approach, as developed by Strauss and Corbin in 1990, adopted for the analysis of the interview data. The analysis was also assisted by the use of the Atlas. ti software, specially designed for analysis of qualitative data. Issues of validity of qualitative research, following Lincoln and Guba's (1985) proposed criteria of establishing "trustworthiness" such as credibility, transferability, dependability and confirmability were addressed and discussed in connection to the current study. Findings of the study were placed around five main categories addressing ways group participants utilised in order to express themselves in the computer conferencing environment, issues of participation, decision-making procedures, conflicts and disagreements, and finally co-ordination issues. A number of factors affected the categories arose were identified. Relationships between the categories proposed and the code named lack of communication cues were also identified. Conclusions drawn from the study formulated guidelines and recommendations on computer conferencing issues and factors found to affect interaction among the group participants in the text-based on-line environment and proposed elements of a theory following the grounded theory procedures. Suggestions and points for further research along with implications for practice were also included.
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Olaniran, Bolanle Abodunrin. "Computer-mediated communication in small group decisional stages." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1991. http://catalog.hathitrust.org/api/volumes/oclc/31251716.html.
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Credle, Gayna Stevens. "Student interaction patterns in electronic conference systems." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036586.
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Zhang, Jing, and Vlad Vamoș. "How does the UX Design of video conferencing software affect student engagement in online education?" Thesis, Jönköping University, JTH, Avdelningen för datateknik och informatik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53164.
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Even before the spread of COVID-19 video conferencing software has seen a steady rise in use. Due to their convenient way of offering a way of seeing the other participants live while talking to them, it is quite easy to see why this kind of software became more and more used throughout the years. Now, during the pandemic, video conferencing software is more used than ever before, especially in learning environments. Nevertheless, studies show that student engagement is rather low with university students who take part in online learning. Throughout this paper, we venture into discovering the reasons behind this lack of engagement and how it can be improved from a User Experience Design standpoint. With findings resulted from several previous studies and identified student problems and needs from those papers we created a prototype to test which features and design elements affected student engagement.