Videoconference Sessions Research Articles

Characteristics of Video Traffic from Videoconference Applications: From H.261 to H.264

This paper presents modelling results for H.26x video traffic generated by popular videoconference software applications. The analysis of videoconference data, that were measured during realistic point-point videoconference sessions, led us to the general conclusion that the traffic can be distinguished into two categories: unconstrained and constrained. In the unconstrained traffic, there is a direct relation between the encoder and the form of the frequency histogram of the frame-size sequence. Moreover, for this type of traffic, strong correlations between successive video frames can be found. On the other hand, where bandwidth constraints are imposed during the encoding process, the generated traffic appears to exhibit similar characteristics for all the examined encoders with the very low autocorrelation values being the most notable one. On the basis of these results, this study proposes methods to calculate the parameters of a widely adopted autoregressive model for both types of traffic.

An online positive parenting skills programme for paediatric traumatic brain injury: feasibility and parental satisfaction

We examined the feasibility of and parental satisfaction with a training programme for parents with children who had suffered traumatic brain injury (TBI). Families who did not have a home computer and/or webcam were loaned the necessary equipment. Skype was used for videoconferencing. After the initial treatment session in the family's home, the remaining nine sessions were conducted online. Each session had two parts: (1) a self-guided web session with information about a particular skill; (2) a videoconference session with the therapist. Three of the 20 families (15%) dropped out prior to the final 6-month follow-up visit. Of the remaining 17 families, 13 (65% of those enrolled) completed 9-14 sessions. Almost all of the caregivers (87%) said that the Skype sessions were helpful compared to a conventional office visit. Almost all parents were satisfied with the programme and the technology that was used. Parental satisfaction with the programme was not influenced by prior computer ownership or comfort with technology. The programme appears to be feasible for a wide range of parents of children with TBI and provides an alternative to conventional office-based sessions that may not be accessible to all families.

The use of videoconferencing to enhance interprofessional clinical education for allied health students

The Health-e-Learning project investigated the use of videoconferencing to deliver interprofessional clinical education to allied health students. Via a broadband link, students observed DVD footage of a clinical session then participated in discussion with the clinicians at the Royal Children's Hospital (RCH), Melbourne. The videoconference sessions were evaluated with respect to session content, the effectiveness of videoconferencing in providing interprofessional education (IPE) and the satisfaction with this as a supplement to facility-based placements. During the two semesters of the project, 28 videoconference sessions were conducted and 724 participants were surveyed. Student responses were positive with 84% indicating that these videoconferences increased their understanding of interprofessional practice (IPP) and 95% agreeing that the sessions were an effective learning tool. The results of this study support the use of videoconferencing to provide interprofessional clinical education.

Videoconference diagnosis and management of Choctaw Indian dementia patients

This study reports a 5-year experience using videoconference (VC) technology in diagnosing and treating adult members of the Choctaw Nation with symptoms or complaints of cognitive impairment. Patients were given the option of a VC session or a face-to-face evaluation in the clinic. Before their VC session, patients underwent neuropsychological testing, Clinical Dementia Rating, Geriatric Depression Scale and Neuropsychiatric Inventory, brain computed tomography, and routine blood tests. Physical observations made by VC included eyesight, hearing, facial expression, gait and station, coordination, tremor, rapid alternating movements, psychomotor activity, and motor tests of executive function. Cogwheeling and rigidity were tested by our on-site nurse, who also obtained vital signs as indicated. Between January 2005 and March 2010, there were 47 clinics, 171 visits, and 85 unique patients. There were 52 new evaluations and 119 follow-up visits. The number of visits ranged from one to eight and the length of follow-up from 1 month to 4.5 years. The no-show rate for all VC sessions in 2009 was 3%, and only two subjects in 5 years refused further VC visits. Once cultural barriers are dealt with, VC-based diagnosis and treatment of adults with cognitive disorders who live in remote areas is feasible and well accepted by patients and families.

Learning to teach with videoconferencing in primary foreign language classrooms

AbstractThis qualitative study investigates the relationship between learning opportunities and teacher cognition in the context of a videoconferencing (VC) project for foreign languages (FL) in French primary schools. Six generalist primary teachers were followed throughout the initial six-month stage of the initiative, and data were collected from learners, teachers, and trainers via questionnaire, video and audio recordings of class and feedback sessions, online teacher and trainer discussion, and video-stimulated recall interviews. Interview data revealed distinct teacher profiles involving differences in orientation to teaching and the teacher, learning and learners, and technology. These profiles corresponded to different teaching strategies and resulted in varying patterns of learner interaction in VC sessions. Teachers’ comments showed them to be guided by general rather than FL-specific pedagogical principles, and pedagogical concerns frequently intersected with technical issues as teachers learned to exploit the new VC technology. While most teachers valued spontaneous FL interaction as a key VC affordance, the filmed sessions revealed little unplanned learner-learner communication. This finding is related to teachers’ views of second language acquisition as product rather than a process; for more learner-centred teachers, spontaneity was affected by rehearsal, and for more teacher-oriented practitioners, sustained teacher intervention influenced patterns of learner participation. In addition to these classroom findings, the study highlights the value of this type of participant research in facilitating the exchange of resources and expertise, classroom video footage, and participants’ comments and queries, and thus contributing to professional development in CALL and CMC-based teacher education.

Considerations related to the videoconference with European science teachers organized in the frame of VccSSe project

Abstract Nowadays, the videoconference represents a spread technology in the distant training processes but experienced also in the traditional ones, mostly in the frame of national and international projects. Taking into consideration the last type of actions, the paper emphasizes on the main aspects carried out for organizing a Meeting with European Science teachers, under the umbrella of a videoconference, as a distinct dissemination activity, planned in the frame of the three years Socrates-Comenius 2.1 European project “VccSSe - Virtual Community Collaborating Space for Science Education”- code 128989-CP-1-2006-1-ROCOMENIUS-C21. The project partnership consists of 9 institutions, coordinated by Valahia University Targoviste, Romania. The paper offers an image on the videoconference organization and feedback collected from the participants. There were taken into consideration and discussed aspects like: technical and organizational criteria, content of the videoconference, communication and feedback criteria, strong and weak points met during the videoconference session.

International Videoconferencing for Public Health Education

Background: Video-linking with other countries provides a low-cost vehicle for students to learn more about health issues of other cultures and reflectively discuss the public health promotion and education activities of those countries in real time. Purpose: This article presents a case study of international videoconferencing in the higher education setting. Methods: Undergraduate students enrolled in three different public health courses at East Carolina University (ECU) in Greenville, North Carolina, USA were linked with graduate students enrolled in the public health master's degree program at the Freie Universität (FU) in Berlin, Germany for two videoconference sessions during the fall semester of 2008. A pre-post knowledge scale was administered to assess the impact of the learning modality with the student participants. Results: Utilizing this technology for fostering intercultural communication proved to be an effective method of instruction for student participants. Discussion: Intercultural communication has become a marketable skill for future public health professionals, and incorporating these communications skills into professional preparation programs provides unique learning experiences for students. Translation to Health Education Practice: Videoconferencing technology provides learners with synchronous experience for interacting with other cultures furthers understanding about global perspectives. Today, globalization introduces challenges and opportunities for health educators. Moreover, increasing communication and fostering dialogue between the future public health leaders improves knowledge levels and ideas for resource utilization.

A Web-Based Videoconferencing Approach to Training Caregivers in Rural Areas to Compensate for Problems Related to Traumatic Brain Injury

To describe the development and the implementation of a Web-based, videoconferencing training program for caregivers of adults with traumatic brain injury in rural areas to manage cognitive and behavioral changes in the person with the injury. Feasibility study, with satisfaction and perceived utility assessed. Six Web-based videoconference sessions, combining didactic education and interactive problem-solving. Fifteen caregivers of persons with complicated mild, moderate, or severe traumatic brain injury, who were admitted to a level III trauma center in a rural area of Texas. Satisfaction survey and perceived utility questions conducted immediately following training and at an average of 18 months after training. Participants' overall satisfaction and comfort with the training was high. They perceived that they gained knowledge that was applicable to the everyday problems being experienced. At follow-up, all participants reported having used the knowledge gained to help cope with problems and all had referred to the written materials at least once since the training. Web-based videoconferencing can be used to provide training to caregivers to manage cognitive and behavioral problems resulting from traumatic brain injury. However, there are obstacles related to willingness to seek help among persons in rural areas that must be overcome.

Using Videoconferencing for Elementary/Secondary Teacher Professional Development

AbstractWorking within a large geographic area, McDonald Observatory lacks the resources to send staff to present professional development workshops to teachers – and only limited numbers of teachers have the resources to attend workshops at our observatory. Our solution is the development of a new program to bring the workshop to teachers in their own communities through videoconferencing. Each workshop location has a co-facilitator who prepared for his/her duties through an orientation/training session held at McDonald Observatory. At the observatory, they experienced a variety of activities and selected the ones most suitable for the grade-levels of the teachers in their region; they recruit the teachers for the local workshop. Each videoconference session includes pre/post assessment of the participants, an interactive videoconference with an expert presenter, and assistance from the co-facilitator who manages the materials and assists with the activities. Through use of this technology, we expect to reach 500 teachers. An independent evaluator is preparing formative and summative evaluation for the project.

Service users' acceptability of videoconferencing as a form of service delivery

We conducted a study of videoconferencing for delivering an Augmentative and Alternative Communication (AAC) service. AAC is a clinical field that attempts to compensate for the impairment and disability of people with severe expressive communication disorders. A total of 12 participant groups trialled initial AAC assessments via videoconference at a bandwidth of 768 kbit/s. The participant groups consisted of the client, the assessing speech and language therapist, and those who accompanied them to the session (usually their local speech and language therapist and any relatives or carers). Six of these groups progressed to receive review appointments. Following each of the sessions, all of the participants completed a questionnaire. Participants indicated an 88% satisfaction with the videoconference assessment session and a 95% satisfaction with review videoconference sessions. Clients provided the most positive feedback in their questionnaires, while the speech and language therapists were the most critical of the process. The findings suggest that an AAC service can be delivered effectively by videoconference.

Problem-solving training via videoconferencing for family caregivers of persons with spinal cord injuries: A randomized controlled trial

Objective To examine the effectiveness of an individualized problem-solving intervention delivered in videoconferencing sessions with family caregivers of persons living with a spinal cord injury (SCI) and possible contagion effects on care recipients. Design Family caregivers were randomly assigned to an education-only control group or an intervention group in which participants received problem-solving training (PST) in monthly videoconference session for a year. Participants Sixty-one caregivers (54 women, 7 men) and their care recipients (40 men, 21 women) consented to participate. Main outcome measures The Social Problem-Solving Inventory-Revised was administered to caregivers. Caregivers and care recipients completed the Inventory to Diagnose Depression, the SF-36 and the Satisfaction with Life scale at pre-treatment, 6 months and 12 months. Results Twenty-eight caregivers discontinued the study and their follow-up data were unavailable at the final assessment. Older caregivers were more likely than younger caregivers to remain in the study. Intent-to-treat analyses projected a significant decrease in depression among caregivers receiving PST; efficacy analyses indicated this effect was pronounced at the 6th month assessment. ITT analyses and efficacy analyses revealed that care recipients of caregivers receiving PST reported gains in social functioning over time. Conclusions Community-based, telehealth interventions may benefit family caregivers and their care recipients, but the mechanisms of these effects are unclear. Attrition and sample issues should be considered in future studies with these populations.

A comparison of telehealth and face-to-face presentation for school professionals supporting students with chronic illness

We compared the perceptions of school professionals who received education about students with chronic illness by videoconference (VC) or by face-to-face (FTF) presentation. Forty-five different one-hour presentations were provided by a paediatric educator to a total of 1389 subjects - 919 viewed FTF presentations and 417 viewed VC presentations. Subjects completed a 10-item survey to assess satisfaction and other perceptions, such as access and convenience of the sessions, on a 5-point Likert scale. The results for the two different modalities were compared using analysis of variance. Participants at the FTF presentations (mean 4.6, SD = 0.6) and VC presentations (mean 4.3, SD = 0.7) indicated that they were very satisfied with the instruction they received. The FTF participants were significantly more satisfied than the VC participants (P < 0.001). Similarly, comfort with the sessions, perceived preparedness, convenience and other items were also highly rated in both groups, although the FTF group rated many of these perceptions significantly higher. Regression analysis showed that the comfort level with the presentations was a predictor of satisfaction, suggesting that people might not be familiar enough with VC sessions to be comfortable and satisfied with this delivery mechanism. Nonetheless, VC delivery appears to be a viable alternative when FTF is not possible, particularly in rural areas.

Education for regional health professionals using mobile videoconferencing

We delivered professional education into the wards of two remote hospitals using mobile videoconferencing units. The telepaediatric clinical forums were provided to remote clinicians by medical, nursing and allied health specialists at the Royal Children's Hospital in Brisbane. The topics comprised formal and informal presentations, clinical case discussions and an opportunity to raise questions. At the end of each videoconference session, participants were asked to complete a survey. During the first four months, a total of 23 clinical forums took place and a total of 201 remote clinicians attended the sessions. We received 166 evaluation surveys (83% response rate). Overall, the results were very positive: 88% of participants agreed or strongly agreed that the sessions were relevant, of adequate depth (86%) and provided new content (90%). Transmission quality was satisfactory, with the majority of participants agreeing that the audio (82%) and video quality (91 %) were acceptable. Participants consistently indicated that they had adequate opportunity for questions and discussion. Ninety-seven percent of staff agreed or strongly agreed that the sessions should be continued routinely. Regional clinicians reported that they were much more likely to be able to attend the sessions because they did not have to leave their departments. The telepaediatric clinical forums appear to be an effective and efficient method of supporting clinical staff working in regional areas of Queensland.

Tele-assistance in intellectual disability

We conducted a trial of multidisciplinary tele-assistance to support 20 families of patients with intellectual disability. Psychological, educational, social and medical support was provided by videoconferencing, email and on-line sharing of diagnostic and rehabilitation tools. The main topics dealt with were self-care, learning processes, adaptation skills, management of problem behaviours and health problems. A computer network was developed which connected workstations at the patients' houses and two main sites at the Oasi Institute. It was based on ISDN transmission. During the study, 840 videoconference sessions and 805 programme planning and case discussions took place. After one year of tele-assistance, most families (84%) stated that they were satisfied with the experience, underlining, among various advantages, the availability of professional and continuous support, the reduction of inconvenient travelling to specialized centres and the increase in adaptation skills of their children. Although the present study was empirical, our experience suggests that tele-assistance can satisfy some of the main needs of persons with intellectual disability and their families.

Outcomes from a randomized controlled trial of telerehabilitation for people with spinal cord injuries

A randomized controlled trial was conducted in spinal treatment centres in three European countries to evaluate the effectiveness of using Internet-based video-link technology in the first six months after patients were discharged following spinal cord injury. Standardised measures were used with participants prior to randomization to either trial or control group. Both groups received standard post-discharge support, but in addition the trial group had regular videoconference sessions. Each participant received an assessment at two months’ and six months’ post-discharge. The 1 37 participants recruited over two years had a mean age of 42 years. Interim data analysis with 77 patients revealed a significant difference between the trial and control groups when quality of life intra-subject score differences between discharge and month 6 were compared (P = 0.025). Medical complications were not significantly different between trial and control groups. The video-link was well received by the trial group, who preferred to see the person they conversed with. Regular expert consultation using video-link technology benefited participants’ quality of life.

Interpreting in small-group bilingual videoconferences

When interpreting takes place in a videoconference setting, the intrinsic technological challenges and the very remoteness of the interpreters’ location compound the complexity of the task. Existing research on remote interpreting and the problems it entails focusses on remote conference interpreting, in which the interpreters are physically separated from the conference site while the primary interlocutors are together on site as usual. In an effort to broaden the scope of research in the area of remote interpreting to include other types and to address other questions, in particular that of the interpreters’ adaptability to new working conditions, this paper analyses small-group videoconferences in which the primary interlocutors as well as the interpreters all work from different locations. The findings from an empirical case study (based on recordings of videoconference sessions as well as introspective data) are used to identify and exemplify different types of interpreter adaptation.

Telehealth Videoconferencing: Improving Home Parenteral Nutrition Patient Care to Rural Areas of Ontario, Canada

Telehealth videoconferencing is a medium for health care professionals to communicate and care for patients living in remote areas. The aim of this study was to provide a survey to examine management outcome of home parenteral nutrition (HPN) patients when followed by telehealth as an alternative modality of care. Twenty-six individuals who were identified to benefit from tele-health were invited to participate in a satisfaction survey. The survey was sent to patients by postal mail. The survey also documented the incidence of line sepsis and other medical HPN complications. A cost analysis was also performed according to technology, human resources, and infrastructure. Eighty-one telehealth videoconference sessions have been held since the inception of telehealth in 2002. Of the current telehealth patients, 13 were eligible for the survey. The satisfaction survey response rate was 11/13 (84.6%). The average line sepsis rate for the 13 patients was 0.89/1000 catheter-days. All patients were generally satisfied with videoconferencing as an alternative method of communication and care for new consultation, patient and family education, and follow-up. Travel time and costs to the patients, their families, and the health care system were significantly less. For example, a patient who resides 611 km from Toronto would cost CDN (Canadian) 724.00 dollars for flight and accommodation to meet with the team at the HPN clinic in Toronto. Telehealth incorporated the cost-saving ability for HPN patients to maintain proper medical care, support, and collaboration of specialists inaccessible to their local community. Thus, its strongly positive role in HPN care deserves further consideration for a national application.

The 2005 'Last Chance Bravo' bioterrorism exercise

The 2005 'Last Chance Bravo' bioterrorism exercise provided a forum for testing advanced technologies in a simulated disaster. The four-day exercise included a 2-day simulated pneumonic plague outbreak, with 50 participants from the Montana Department of Health and Human Services, 20 participants from various hospital organizations and approximately 150 participants from over 40 telemedicine sites. Telephone communications and Web tools supported much of the critical information exchange. Videoconferencing added an element of image sharing for pathology, radiology and geospatial mapping. During the exercise three telehealth networks facilitated a telemedicine session to over 40 sites across Montana. Because of the large number of telehealth sites participating, the videoconference session became more like an informational news broadcast. The ability of telemedicine to support image and data sharing may be a significant advantage over simple telephone communications in disaster response.

Workplace injury management: using new technology to deliver and evaluate physician continuing medical education

Physicians typically receive little continuing medical education (CME) about their role in workplace injury management as well as on workplace injuries and disease. Although new technologies may help educate physicians in these areas, careful evaluation is required, given the understudied nature of these interventions. The objective of this study is to evaluate two promising new technologies to deliver CME (online learning and videoconferencing) and to compare the effectiveness of these delivery methods to traditional CME interventions (large urban traditional conference lectures and small group local face-to-face outreach) in their impact on physician knowledge related to workplace injury management. This study utilized a prospective, controlled evaluation of two educational programs for BC physicians: 1) The Diagnosis and Management of Lateral Epicondylitis; and 2) Is Return-to-Work Good Medicine? Each educational module was delivered in each of four ways (Outreach Visit, Videoconference Session, Conference Lecture, Online) and physicians self-selected their participation--both in terms of topic and delivery method. Questionnaires related to knowledge as well as learner attitude and satisfaction were administered prior (pre-test) and following (post-test) all educational sessions. 581 physician encounters occurred as a result of the educational interventions and a significant percentage of the physicians participated in the research per se (i.e. there were 358 completed sets of pre-test and post-test 'Knowledge' questionnaires). Overall the results showed that the developed training programs increased physicians' knowledge of both Lateral Epicondylitis and the physician's role in Return-To-Work planning as reflected in improved post-test performance when compared to pre-test scores. Furthermore, videoconferencing and online training were at least as effective as conference lectures and instructor-led small group outreach sessions in their impact on physician knowledge. Use of effective videoconferencing and online learning activities will increase physician access to quality CME related to workplace injury management and will overcome access barriers intrinsic to types of CME interventions based on instructor-student face-to-face interactions.

The Human Factors of MBone Videoconferences: Recommendations for Improving Sessions and Software

The “MBone” is the portion of the Internet that has implemented a new computer network technology called “multicasting”. Multicasting supports efficient distribution of network traffic to multiple users simultaneously. Videoconferencing is the most common MBone application in use today and this paper reviews the human factors issues related to MBone videoconferencing. Three parameters of human factors concerns are defined: the task of the session (meeting, education, entertainment), the media used during the session (video, audio, shared workspace), and the communication modes involved (interactive vs. non-interactive and formal vs. informal). Videoconference sessions and software can be placed in this parameter space and this can provide valuable information about the technical and human requirements. The human factors research literature relevant to each of these parameters is reviewed and the current MBone tools are analyzed. Specific recommendations are made for MBone session organizers and software developers. These recommendations are not all specific to multicasting and will be of interest to people developing or using any videoconference system.