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Relevant bibliographies by topics / Asynchronous video

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Academic literature on the topic 'Asynchronous video'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Asynchronous video"

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Ni, Han Biao, and San Xing Cao. "Research and Implementation of Asynchronous Video Converter based on Linux." Applied Mechanics and Materials 241-244 (December 2012): 2596–600. http://dx.doi.org/10.4028/www.scientific.net/amm.241-244.2596.

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As a visual form of expression, video has been favoured by more and more viewers. But in actual applications, various operations have different requirements for videos, which necessitate the video converter. This paper proposes a queuing mechanism by using the FFmpeg platform to achieve asynchronous video conversion based on the Linux OS environment. The test results show that this system realizes the asynchronous conversion of video contents by calling inotify and FFmpeg.

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Karlsson, G. "Asynchronous transfer of video." IEEE Communications Magazine 34, no. 8 (August 1996): 118–26. http://dx.doi.org/10.1109/35.533930.

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Moffat, Jack, Charlotte Copas, Kate Wood, and J. David Spafford. "Asynchronous Delivery of a 400 Level, Partially Peer-Graded, Oral Presentation and Discussion Course in Systems Neuroscience for 60 Students during the COVID-19 Pandemic." Brain Sciences 11, no. 6 (May 25, 2021): 693. http://dx.doi.org/10.3390/brainsci11060693.

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A 400-level undergraduate oral presentation and discussion course in Systems Neuroscience was delivered asynchronously online during the COVID-19 pandemic. Enrolled students banked their narrated oral presentations in video format online then engaged in peer evaluation in virtual classrooms through the course website. Student delivered their oral presentation and responded to peer questions at their leisure and convenience, without the stress and anxiety associated with a “live” performance delivery in front of their peers. A remote and asynchronously delivered course facilitated much more peer contact than “live” versions of the course, which included a total of 62 uploaded presentations, 301 video responses uploaded to 1985 questions posed by peers, a total of 1159 feedback questionnaires submitted, 1066 rankings submitted of viewed oral presentations, and 1091 scores submitted evaluating the quality of questions posed by reviewers of oral presentations. A major drawback in the remote, asynchronous deliver was the enormity of peer engagement through the course website portal, which was mostly blind to the instructor because of the inability to effectively cross-index data linked between the student entries in the LEARN course website and the uploaded videos stored within BONGO Video Assignment tool. Nonetheless, a consistent engagement of students, and the positive feedback from enrolled students, indicate that a future version of this oral/written discussion course will be delivered, in part, remotely and asynchronously, even without a mandated delivery of the course by a remote and asynchronous method due to the COVID-19 pandemic restrictions in 2020–2021.

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Kean, Emily B., and Cayla Robinson. "Personalised video instruction." Journal of Information Literacy 13, no. 2 (December 3, 2019): 196. http://dx.doi.org/10.11645/13.2.2652.

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The liaison librarian to a college with a substantial and growing online learning population began using asynchronous, personalised video instruction as an online replacement for the traditional face-to-face, one-on-one bibliographic instruction reference appointment. This project was informed by the framework of metaliteracy and the “See One, Do One, Teach One” instruction methodology utilised by the health sciences. While formal outcomes assessment has yet to be conducted, unsolicited comments from students are overwhelmingly positive, and preliminary data analysis of usage and engagement reveals several promising trends. 65% of all watched videos were watched for the entire duration of the video, and the liaison librarian found video creation to be less time-consuming than scheduling appointments. The liaison librarian to a university with a substantial and growing online learning population began using asynchronous, personalised video instruction as an online replacement for the traditional face-to-face, one-on-one bibliographic instruction reference appointment. This project was informed by the framework of metaliteracy and the ‘See One, Do One, Teach One’ instruction methodology utilised by the health sciences. While formal outcomes assessment has yet to be conducted, unsolicited comments from students are overwhelmingly positive, and preliminary data analysis of usage and engagement reveals several promising trends. Of all watched videos 65% were watched for the entire duration, and the liaison librarian found video creation to be less time-consuming than scheduling appointments. Providing personalised video instruction tailored to the individual student’s information literacy need is a novel approach that may benefit online learners and librarians alike.

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Choe, Ronny C., Zorica Scuric, Ethan Eshkol, Sean Cruser, Ava Arndt, Robert Cox, Shannon P. Toma, et al. "Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos." CBE—Life Sciences Education 18, no. 4 (December 2019): ar55. http://dx.doi.org/10.1187/cbe.18-08-0171.

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Our study identified online lecture video styles that improved student engagement and satisfaction, while maintaining high learning outcomes in online education. We presented different lecture video styles with standardized material to students and then measured learning outcomes and satisfaction with a survey and summative assessment. We created an iterative qualitative coding scheme, “coding online asynchronous lectures” (COAL), to analyze open-ended student survey responses. Our results reveal that multimedia learning can be satisfying and effective. Students have strong preferences for certain video styles despite their equal learning outcomes, with the Learning Glass style receiving the highest satisfaction ratings. Video styles that were described as impersonal and unfamiliar were rated poorly, while those that were described as personal and engaging and evoked positive affective responses were rated highly. The students in our study rated lecture video styles that aligned with Mayer’s multimedia learning principles as highly satisfying, indicating that student feedback can be a valuable resource for course designers to consider as they design their own online courses. Finally, we provide guidelines for creating engaging, effective, and satisfying asynchronous lecture videos to support establishment of best practices in online instruction.

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Biagio, Leigh, De Wet Swanepoel, Adebolajo Adeyemo, James W. Hall, and Bart Vinck. "Asynchronous Video-Otoscopy with a Telehealth Facilitator." Telemedicine and e-Health 19, no. 4 (April 2013): 252–58. http://dx.doi.org/10.1089/tmj.2012.0161.

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Borup, Jered, Richard E. West, and Charles R. Graham. "Improving online social presence through asynchronous video." Internet and Higher Education 15, no. 3 (June 2012): 195–203. http://dx.doi.org/10.1016/j.iheduc.2011.11.001.

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Zhang, Jian Ru, Kai Du, Hao Tian, and Yong Feng Ju. "Research of Compatibility Quality Objective Evaluation Method of H.264 Video Codec Based on Compatibility Matrix." Applied Mechanics and Materials 556-562 (May 2014): 5582–86. http://dx.doi.org/10.4028/www.scientific.net/amm.556-562.5582.

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To evaluate the compatibility quality of various H.264 codecs, and promote H.264 codec benign competition in the market, this paper proposes an objective evaluation method. Firstly, this method adopts video distributor, video capture card and other facilities to collect two-way videos, one of which is reference video, and the other is the video encoded and decoded respectively; Then it utilizes SSIM algorithm to find "the best similar frame" between the two videos in order to solve the problem of “Homologous Asynchronous”; Finally, it establishes codec compatibility matrix which can objectively evaluate codec compatibility quality using the proposed five indexes. Experiments show that the proposed method is simple, and can effectively evaluate codec compatibility quality. 

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Bini, SA, and J. Mahajan. "Clinical outcomes of remote asynchronous telerehabilitation are equivalent to traditional therapy following total knee arthroplasty: A randomized control study." Journal of Telemedicine and Telecare 23, no. 2 (July 9, 2016): 239–47. http://dx.doi.org/10.1177/1357633x16634518.

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Introduction Successful post-operative telerehabilitation following total knee replacement (TKR) has been documented using synchronous (real-time) video. Bandwidth and the need for expensive hardware are cited as barriers to implementation. Web-based asynchronous visual platforms promise to address these problems but have not been evaluated. We performed a randomized control study comparing an asynchronous video-based software platform to in-person outpatient physical therapy visits following TKR. Materials and methods Fifty-one patients were randomized to either the intervention group, using an asynchronous video application on a mobile device, or the traditional group undergoing outpatient physical therapy. Outcome data were collected using validated instruments prior to surgery and at a minimum three-month follow-up. Results Twenty-nine patients completed the study. There were no statistically significant differences in any clinical outcome between groups. The satisfaction with care was equivalent between groups. Overall utilization of hospital-based resources was 60% less than for the traditional group. Discussion We report that clinical outcomes following asynchronous telerehabilitation administered over the web and through a hand-held device were not inferior to those achieved with traditional care. Outpatient resource utilization was lower. Patient satisfaction was high for both groups. The results suggest that asynchronous telerehabilitation may be a more practical alternative to real-time video visits and are clinically equivalent to the in-person care model.

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Hemamou, Léo, Ghazi Felhi, Vincent Vandenbussche, Jean-Claude Martin, and Chloé Clavel. "HireNet: A Hierarchical Attention Model for the Automatic Analysis of Asynchronous Video Job Interviews." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 573–81. http://dx.doi.org/10.1609/aaai.v33i01.3301573.

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New technologies drastically change recruitment techniques. Some research projects aim at designing interactive systems that help candidates practice job interviews. Other studies aim at the automatic detection of social signals (e.g. smile, turn of speech, etc...) in videos of job interviews. These studies are limited with respect to the number of interviews they process, but also by the fact that they only analyze simulated job interviews (e.g. students pretending to apply for a fake position). Asynchronous video interviewing tools have become mature products on the human resources market, and thus, a popular step in the recruitment process. As part of a project to help recruiters, we collected a corpus of more than 7000 candidates having asynchronous video job interviews for real positions and recording videos of themselves answering a set of questions. We propose a new hierarchical attention model called HireNet that aims at predicting the hirability of the candidates as evaluated by recruiters. In HireNet, an interview is considered as a sequence of questions and answers containing salient socials signals. Two contextual sources of information are modeled in HireNet: the words contained in the question and in the job position. Our model achieves better F1-scores than previous approaches for each modality (verbal content, audio and video). Results from early and late multimodal fusion suggest that more sophisticated fusion schemes are needed to improve on the monomodal results. Finally, some examples of moments captured by the attention mechanisms suggest our model could potentially be used to help finding key moments in an asynchronous job interview.

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Dissertations / Theses on the topic "Asynchronous video"

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Griffiths, Michael Edward. "Improving the asynchronous video learning model /." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3518.pdf.

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Griffiths, Michael E. "Improving the Asynchronous Video Learning Model." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2048.

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Online education is popular from a consumer perspective, but there are elements of face-to-face instruction and assessment that are difficult to reproduce online (Bassoppo-Moyo 2006). The difficulty of reproducing valued elements of a face-to-face setting leads to concerns regarding the overall quality of the online learning experience. Videoconferencing is one technology that has been used to incorporate elements of a face-to-face environment. However, videoconferencing over the Internet is fraught with technical difficulties and live discussions remove one of the main benefits of distance education: time flexibility. A more recent development has been to use asynchronous video as a communications method in online courses. Griffiths and Graham (2009) described several pilots using asynchronous video in online courses at Brigham Young University. Asynchronous video conveys the verbal and nonverbal signals necessary for immediacy and social presence and retains the time flexibility benefit of distance education. Following the pilot studies, a prototype design theory titled the Asynchronous Video Learning Model (AVLM) was created for the use of asynchronous video in online courses. A study was designed to study a practical implementation of AVLM. The major purpose of the study was to observe and analyze the practical experiences of participants and improve the AVLM model. A class named IPT286 (Using Instructional Technology in Teaching) taught by the department of IP&T at BYU was redesigned to be an online class using AVLM. Data were gathered during the semester and then analyzed according to the methods described in this study. Results showed that many of the principles of the AVLM model were successfully implemented and led to positive experiences. Some elements of the model were not adequately implemented which led to some negative experiences. In addition, experiences led to new elements being added to the model. The study also revealed some interesting principles related to general learning theory. The data consistently revealed the importance of relationships in the learning process. Relationships between students and the instructor were shown to influence the student learning experience, and therefore the personality and style of the instructor impacted overall student learning to some degree.

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Gorman, C. Allen, and J. Robinson. "Exploring the Validity of Asynchronous Web-Based Video Interviews." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/430.

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Gorman, C. Allen. "Exploring the Validity of Asynchronous Web-Based Video Interviews." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/433.

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Seferidis, Vassilis Emmanuel. "Video coding for ATM networks." Thesis, University of Essex, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333486.

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Azari, Jian. "Transmission of mixed video, speech and data services over ATM networks." Thesis, University of Essex, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333498.

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Hernandez, Joaquin Garcia. "Management of the quality of video services in ATM networks." Thesis, University of Essex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284604.

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Gao, Chengwei. "Priority statistical multiplexing and two-level congestion control for video transmission over ATM networks /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/5889.

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Gorman, C. Allen, Jim Robinson, and Jason S. Gamble. "An Investigation Into the Validity of Asynchronous Web-Based Video Employment Interview Ratings." Digital Commons @ East Tennessee State University, 2018. https://doi.org/10.1037/cpb0000102.

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Drawing from Huffcutt, Conway, Roth, and Stone’s (2001) taxonomy of employment-interview constructs, we hypothesized that asynchronous web-based video employment interviews would be associated with job performance and organizational tenure using a crowd-sourced sample of 75 employed professionals. We found that composite interview ratings and construct ratings of mental capability, knowledge and skills, applied social skills, and conscientiousness were significantly related to self-rated job performance. We also found that construct ratings of knowledge and skills and applied social skills were significantly associated with self-reported organizational tenure. Implications for web-based video employment-interview research and practice are discussed.

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Ramuhaheli, Tshifhiwa. "Gesture based interface for asynchronous video communication for deaf people in South Africa." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14623.

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Includes bibliographical references (p. 123-128).
The preferred method of communication amongst Deaf people is that of sign language. There are problems with the video quality when using the real-time video communication available on mobile phones. The alternative is to use text-based communication on mobile phones, however findings from other research studies show that Deaf people prefer using sign language to communicate with each other rather than text. This dissertation looks at implementing a gesture-based interface for an asynchronous video communication for Deaf people. The gesture interface was implemented on a store and forward video architecture since this preserves the video quality even when there is low bandwidth.

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Books on the topic "Asynchronous video"

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Peter, Sommer, ed. ATM & MPEG-2: Integrating digital video into broadband networks. Upper Saddle River, NJ: Prentice Hall PTR, 1998.

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Mixture block coding with progressive transmission in packet video: A thesis. [Washington, DC: National Aeronautics and Space Administration, 1989.

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Zhu, Chunrong. Scalable video coding for ATM networks. 1994.

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Packet Video Communications over ATM Networks. Prentice Hall, 2000.

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Sommer, Peter, and Michael Orzessek. ATM & MPEG-2: Integrating Digital Video Into Broadband Networks. Prentice Hall, 1997.

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Sommer, Peter, and Michael Orzessek. ATM & MPEG-2: Integrating Digital Video Into Broadband Networks. Prentice Hall, 1997.

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E, Brooks David, Frantz Brian D, and United States. National Aeronautics and Space Administration., eds. ATM quality of service tests for digitized video using ATM over satellite: Laboratory tests. [Washington, D.C: National Aeronautics and Space Administration, 1997.

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Elton, Martin C. J., and John Carey. The Prehistory of the Internet and its Traces in the Present: Implications for Defining the Field. Edited by William H. Dutton. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199589074.013.0002.

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This chapter describes how relevant the study of new media and telecommunication innovations, such as videotex, has been to research on developments around the Internet and the Web. It elaborates the distinctions between the Internet and the Web. Additionally, some of the more interesting links between research issues from long ago (in Internet time!) and those of significance today are explained. Online databases developed the initial designs for information services that would appear on the Web. CompuServe and The Source are the best-known ASCII videotex services. These videotex services provide links to other organisations with which the companies did business. The Internet was initially an infrastructure that efficiently transmitted data and at very low cost; fairly soon, it also became able to transmit asynchronous and real-time voice and video. The Internet community resolved the problem of interlinking disparate computer systems so as to produce new and synergistic wholes.

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Cawthon, Stephanie W., and Jessica I. Mitchell. Online Learning and Deaf Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0025.

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Recent advances in online education platforms have the potential to increase access and equity for deaf students. This chapter examines what we know about accessibility in online learning for deaf individuals. Online learning is broad in its reach, including instruction that parallels or is in addition to traditional face-to-face instruction. Discussions about the future of online learning are situated in a larger context of the importance of direct communication for deaf learners, the use of video platforms for dialog, and the role and function of media as a flexible, empowering, and constructed space for learning in multiple language modalities. Yet the capacity of online education to deliver on its potential requires careful attention to the way the education environment is designed. This chapter provides historical and conceptual context for accessibility; summarizes research on critical issues, including captioning, synchronous and asynchronous communication, and accommodations; and offers recommendations for further investigation.

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Waterhouse, Hannah, Melanie Burton, and Julia Neal. E-learning as a medium for communication skills training. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0031.

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This chapter explores the use of e-learning as a format for training communication skills within a degree level module in non-malignant palliative care. It discusses the need for such training before evaluating the benefits e-learning has to offer as a learning tool in the healthcare context. It describes how a ‘blended learning’ approach was taken with one study day combined with online interactive learning materials. Online exercises such as ‘drag and drop’ were used to facilitate students’ learning, together with the use of videos, external online links, and reflective diaries. The development of a summative assignment is discussed and its need to assess students’ use of these skills in clinical practice. Finally, the future developments of the e-learning platform to further enrich the students’ learning experience are presented. These include the use of online forums, both synchronous and asynchronous, which encourage peer-to-peer and peer-to-tutor communication.

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Book chapters on the topic "Asynchronous video"

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Chimento, Philip F. "A Review of Video Sources in ATM Networks." In Asynchronous Transfer Mode Networks, 179–86. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4615-2844-9_15.

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Rothe, Hannes, Janina Sundermeier, and Martin Gersch. "Analyzing Interactivity in Asynchronous Video Discussions." In Learning and Collaboration Technologies. Designing and Developing Novel Learning Experiences, 226–37. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07482-5_22.

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Collis, Betty, and Oscar Peters. "Educational Applications of WWW-Based Asynchronous Video." In Eurographics, 177–86. Vienna: Springer Vienna, 2000. http://dx.doi.org/10.1007/978-3-7091-6771-7_19.

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Obata, Kanako, Yuichi Nakamura, LongFei Chen, and John Augeri. "Asynchronous Co-eating Through Video Message Exchange: Support for Making Video Messages." In Cross-Cultural Design. Applications in Health, Learning, Communication, and Creativity, 338–48. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49913-6_29.

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Klose, Felix, Christian Lipski, and Marcus Magnor. "A Framework for Image-Based Stereoscopic View Synthesis from Asynchronous Multiview Data." In Emerging Technologies for 3D Video, 249–71. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118583593.ch13.

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Giannakos, Michail N., Konstantinos Chorianopoulos, Paul Johns, Kori Inkpen, and Honglu Du. "Children’s Interactions in an Asynchronous Video Mediated Communication Environment." In Human-Computer Interaction – INTERACT 2011, 199–206. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23774-4_18.

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Du, Honglu, Kori Inkpen, Konstantinos Chorianopoulos, Mary Czerwinski, Paul Johns, Aaron Hoff, Asta Roseway, Sarah Morlidge, John Tang, and Tom Gross. "VideoPal: Exploring Asynchronous Video-Messaging to Enable Cross-Cultural Friendships." In ECSCW 2011: Proceedings of the 12th European Conference on Computer Supported Cooperative Work, 24-28 September 2011, Aarhus Denmark, 273–92. London: Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-913-0_15.

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Favro, L. D., T. Ahmed, H. J. Jin, P. Chen, P. K. Kuo, and R. L. Thomas. "Real-Time Asynchronous/Synchronous Lock-In Thermal-Wave Imaging with an IR Video Camera." In Photoacoustic and Photothermal Phenomena II, 490–92. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-540-46972-8_124.

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Thompson, James M., Mark P. Ottensmeyer, and Thomas B. Sheridan. "Human factors in tele-inspection and tele-surgery: Cooperative manipulation under asynchronous video and control feedback." In Medical Image Computing and Computer-Assisted Intervention — MICCAI’98, 368–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/bfb0056221.

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Romero-Hall, Enilda, and Cristiane Rocha Vicentini. "Multimodal Interactive Tools for Online Discussions and Assessment." In Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education, 85–105. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1851-8.ch005.

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The purpose of this chapter is to discuss the enhancement of asynchronous online discussions and assessment using multimodal interactive tools that allow text, video, and audio posts. The integration of these multimodal interactive tools as well as their affordances could lead to powerful changes in the learning experience of students interacting in asynchronous online environments. Along with providing an overview on asynchronous online discussions, the chapter will include a review of how multimodal interactive tools are used to engage learners in online discussions using text, audio, and video. Additionally, the chapter will describe both the benefits and challenges of asynchronous online discussions with text, audio, and video posting. Furthermore, the chapter will describe how the same multimodal interactive tools can also serve as an assessment method in asynchronous online learning of specialized subject areas.

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Conference papers on the topic "Asynchronous video"

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Messerschmitt, D. G., J. M. Reason, and A. Y. Lao. "Asynchronous Video Coding for Wireless Transport." In 1994 First Workshop on Mobile Computing Systems and Applications (WMCSA). IEEE, 1994. http://dx.doi.org/10.1109/wmcsa.1994.12.

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Lu, Si. "High-Speed Video from Asynchronous Camera Array." In 2019 IEEE Winter Conference on Applications of Computer Vision (WACV). IEEE, 2019. http://dx.doi.org/10.1109/wacv.2019.00237.

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Guo, Song, and Alexei Sourin. "Towards Asynchronous Video-Haptic Interaction in Cyberspace." In 2018 International Conference on Cyberworlds (CW). IEEE, 2018. http://dx.doi.org/10.1109/cw.2018.00038.

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Ma, Xiaojuan, and Nan Cao. "Video-based Evanescent, Anonymous, Asynchronous Social Interaction." In CSCW '17: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/2998181.2998256.

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Velagapudi, Prasanna, Jijun Wang, Huadong Wang, Paul Scerri, Michael Lewis, and Katia Sycara. "Synchronous vs. Asynchronous Video in Multi-robot Search." In First International Conference on Advances in Computer-Human Interaction. IEEE, 2008. http://dx.doi.org/10.1109/achi.2008.30.

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Hemamou, Leo, Ghazi Felhi, Jean-Claude Martin, and Chloe Clavel. "Slices of Attention in Asynchronous Video Job Interviews." In 2019 8th International Conference on Affective Computing and Intelligent Interaction (ACII). IEEE, 2019. http://dx.doi.org/10.1109/acii.2019.8925439.

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Yerraballi, Zhao, and Kanabar. "A new asynchronous hybrid mechanism for video on demand." In Proceedings of the 20th IEEE Instrumentation Technology Conference (Cat No 03CH37412) EURMIC-03. IEEE, 2003. http://dx.doi.org/10.1109/eurmic.2003.1231593.

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Goswami, Piyali, Resmi Rajendran, Deepak Kumar Poddar, and Pramod Swami. "Multichannel video software solution for an asynchronous multiprocessor system." In 2012 International Conference on Signal Processing and Communications (SPCOM). IEEE, 2012. http://dx.doi.org/10.1109/spcom.2012.6290036.

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Sakabe, Toshiyuki, and Kate Sato. "ACTION RESEARCH ON ASYNCHRONOUS INTER-CULTURAL COMMUNICATION VIDEO EXCHANGES." In 47th International Academic Conference, Prague. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.047.020.

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Bentley, Frank R., Santosh Basapur, and Sujoy Kumar Chowdhury. "Promoting intergenerational communication through location-based asynchronous video communication." In the 13th international conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2030112.2030117.

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