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Journal articles on the topic 'Asynchronous video'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

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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Nurjannah, Nurjannah, Mifta Hasanah, and Nur Azizah. "Learning Statistics Using LSLC Assisted With Interactive Video During The Covid-19 Pandemic." Sriwijaya International Journal of Lesson Study 1, no. 2 (February 23, 2021): 9–16. http://dx.doi.org/10.36706/sij-ls.v1i2.17.

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This study aims to describe the process of learning statistics with the interactive video-assisted LSLC system during the Covid-19 pandemic. Learning begins with the provision of interactive videos at the asynchronous pre-learning stage. Furthermore, at synchronous students are given sharing tasks and jumping tasks, and the learning process is closed by giving independent assignments. In pre-learning asynchronous, students send independent assignments in google classroom at a predetermined time. The method used is a descriptive method with 4 stages of activity in the form of a plan-do-see-redesign. The use of LSLC in the learning process during the Covid-19 pandemic had a positive impact because in online learning students still maintain communication and collaboration among students.

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Cesare, Dane Marco Di, Tara Kaczorowski, and Andrew Hashey. "A Piece of the (Ed)Puzzle: Using the Edpuzzle Interactive Video Platform to Facilitate Explicit Instruction." Journal of Special Education Technology 36, no. 2 (February 16, 2021): 77–83. http://dx.doi.org/10.1177/0162643421994266.

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Whether to embrace “flipped” pedagogy or to problem solve during a pandemic, many teachers utilize video to deliver instruction to students. Watching a video can be a passive activity without a person or a tool to facilitate active engagement. As a result, many teachers find the need to look for tools, methods, and platforms to engage learners, add elements of interactivity, and incorporate effective instructional practices into their video lessons. In this manuscript, we describe how a specific technology, Edpuzzle, can help facilitate video lessons that include explicit instruction elements such as eliciting frequent responses, offering supported practice, providing immediate affirmative and corrective feedback, and monitoring student performance. When paired with well-designed videos, teachers can use this tool to deliver effective instruction in an asynchronous environment.

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Noetel, Michael, Shantell Griffith, Oscar Delaney, Taren Sanders, Philip Parker, Borja del Pozo Cruz, and Chris Lonsdale. "Video Improves Learning in Higher Education: A Systematic Review." Review of Educational Research 91, no. 2 (February 16, 2021): 204–36. http://dx.doi.org/10.3102/0034654321990713.

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Universities around the world are incorporating online learning, often relying on videos (asynchronous multimedia). We systematically reviewed the effects of video on learning in higher education. We searched five databases using 27 keywords to find randomized trials that measured the learning effects of video among college students. We conducted full-text screening, data extraction, and risk of bias in duplicate. We calculated pooled effect sizes using multilevel random-effects meta-analysis. Searches retrieved 9,677 unique records. After screening 329 full texts, 105 met inclusion criteria, with a pooled sample of 7,776 students. Swapping video for existing teaching methods led to small improvements in student learning (g = 0.28). Adding video to existing teaching led to strong learning benefits (g = 0.80). Although results may be subject to some experimental and publication biases, they suggest that videos are unlikely to be detrimental and usually improve student learning.

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Glerum, J. J., E. A. Pino, and R. van Mastrigt. "Low-cost computer-controlled asynchronous-video cross-hair device." Medical and Biological Engineering and Computing 25, no. 4 (July 1987): 467–70. http://dx.doi.org/10.1007/bf02443371.

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Halvey, Martin, David Vallet, David Hannah, Yue Feng, and Joemon M. Jose. "An asynchronous collaborative search system for online video search." Information Processing & Management 46, no. 6 (November 2010): 733–48. http://dx.doi.org/10.1016/j.ipm.2009.11.007.

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Brondfield, Sam, Nicholas Iverson, Lakshmi Subbaraj, and Jennifer Babik. "Feasibility of implementing a resident oncology video curriculum." Journal of Clinical Oncology 37, no. 15_suppl (May 20, 2019): 10500. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.10500.

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10500 Background: ACGME survey results consistently show that 40% of University of California, San Francisco (UCSF) internal medicine (IM) residents are dissatisfied with their oncology education—higher than the oncology national average and highest among UCSF IM subspecialties. A needs assessment revealed that UCSF residents desire online oncology resources for asynchronous learning. To address this need, we sought online oncology videos targeted to residents but found none. We thus used cognitive theory of multimedia learning principles to develop an oncology video curriculum and evaluated three feasibility components: demand (frequency of use), efficacy, and acceptability. Methods: We chose common cancers from the ABIM blueprint and filmed five 10-minute videos of UCSF oncologists discussing content they chose for residents. We created modules with pre/post tests derived from video content. After a pilot, we sent links to all IM residents on required oncology clinic rotations over four months (n = 25) and offered protected clinic time for optional completion. We compared pre/post test scores with a paired t test and surveyed residents. Results: Demand: 72% (18 of 25) completed ≥1 module; 32% completed all 5. Efficacy: The mean pre- vs. post-test score improved (50% vs. 87%, p = 0.002). Acceptability: 64% completed the survey. Of those who completed ≥1 module, 93% (13 of 14) felt strongly that the videos contributed to their knowledge. 93% recommended the videos to others. Residents praised the length, key points, and pre/post tests. Finding time for the modules was difficult; most did them at home. Suggestions included focusing on fundamentals and creating videos for all common cancers. Conclusions: We present demand, efficacy, and acceptability evidence supporting the feasibility of a resident oncology video curriculum. Formal protected time for module use is critical. We will focus on fundamentals for generalists as we make more videos. We will track ACGME survey results, examination scores, and clinical performance to study impact. We aim to publish the modules online for broader use and as a model solution to address similar needs across specialties and institutions, as complex resident schedules increasingly require asynchronous learning.

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Denson, Vicki L., and Leslie M. Shurts. "RN to BSN Students’ communication satisfaction with asynchronous discussion forums: Audio-video versus text-based responses." Journal of Nursing Education and Practice 9, no. 1 (September 18, 2018): 98. http://dx.doi.org/10.5430/jnep.v9n1p98.

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Objective: This pilot study examined an innovative strategy for an RN to BSN online program, specifically focused on the required asynchronous discussion forums. The aim of the study was to compare RN to BSN students’ communication satisfaction with audio-video discussion responses versus the traditional text-based responses.Methods: Utilizing a pretest-posttest design, RN to BSN student’s communication satisfaction with traditional text-based discussion responses was measured using a 5-point Likert scale survey at the end of fall semester. Audio-video responses were the required discussion response format during the subsequent spring semester. Students’ communication satisfaction with asynchronous audio-video discussion responses was measured at the end of the spring semester. Paired t-tests and descriptive statistics were conducted.Results: Students satisfaction significantly increased with audio-video discussion responses for the extent communication was positive, accurate and free flowing. There were no statistically significant differences in students’ satisfaction between text and audio-video format related to the extent communication motivated them to meet course goals and identify with the discussion, or with the extent instructors offered guidance and were open to ideas and attention to content.Conclusions: Although limited by a small sample size and low power (N = 16 pre-test, N = 17 post-test) the findings of this study may be of interest to online nurse educators who are seeking innovative strategies to improve student satisfaction within asynchronous discussion forums. With further research, the use of audio-video discussion responses may provide an alternative to the traditional text-based responses related to communication satisfaction.

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Mairing, Jackson Pasini, Rhodinus Sidabutar, Elyasib Yunas Lada, and Henry Aritonang. "Synchronous and asynchronous online learning of advanced statistics during Covid-19 pandemic." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 6, no. 3 (June 29, 2021): 191–205. http://dx.doi.org/10.23917/jramathedu.v6i3.13477.

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Online learning could have negative impacts on learning processes and outcomes. The condition needed to be resolved through the implementation of appropriate online learning approaches. The research was aimed at describing the effectiveness of the implementation of asynchronous and synchronous online learning approaches in students’ learning outcomes and skills of using Microsoft Excel on the Advanced Statistics of Mathematics Education Department from one of the universities in Central Kalimantan. The learning approaches were integrated with mathematics problems, Minitab software and Microsoft Excel, and videos. The research design was experimental research using a one-group posttest-only design. The subjects were chosen by clustered random sampling. They were 18 students of the department in the 2020/2021 academic year. The instruments were a lesson plan, several videos, textbooks, e-books, questionnaires, mathematics problems, mid-test, and final-test. The students learned using textbooks, e-books, and videos and solved the problems independently. Then, they discussed the solutions online in groups through their WhatsApp group (asynchronously). The problem solutions were presented by the students using a class on WhatsApp or video conference platforms (synchronous). The authors collected data by administering the questionnaire and the tests and analyzed the data using a -test and a Wilcoxon test. The results showed that the implementation of the approaches was effective in enhancing the learning outcomes and skills of using Microsoft Excel. Furthermore, most students positively responded to learn independently and all the students positively responded to analyze data using the software.

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Halim, Marwa, and Suharjito Suharjito. "Learning Management System Development with Application of Asynchronous Learning Method in STMIK IBBI Medan." CommIT (Communication and Information Technology) Journal 9, no. 2 (October 31, 2015): 83. http://dx.doi.org/10.21512/commit.v9i2.1652.

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This article will explain asynchronous learn- ing system using attractive discussion forums and video teaching materials features for user so that the devel- opment of both features will increase e-learning system usage by students and lecturers which can eventually im- prove the students’ absorption on the provided teaching materials, increase the active participation of students, improve self-learning ability, and to improve the quality of learning materials. The method used in this study by distributing questionnaires in online form to stakeholders users consisting of lecturers and students with the num- ber of respondents is 225 people and author use model ADDIE which focuses on Analysis, Design, Development, Implementation and Evaluation as development design. Results of this study is an application of web-based asynchronous learning which can be used by students and lecturers with the results of the application evaluation is based on a survey to students and lecturers. From this study, can be concluded that to support online learning with asynchronous method using the video learning feature in online lecture needs to be developed in order to support the science transformation process from lecturers to students. Attractive video teaching materials model for students has characteristics such as screen shots and presentation models.

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Duerinckx, A. J., A. Hayrapetian, M. Melany, D. J. Valentino, D. Rahbar, M. Kiszonas, R. Franco, S. L. Narin, N. Ragavendra, and E. G. Grant. "Real-time sonographic video transfer using asynchronous transfer mode technology." American Journal of Roentgenology 168, no. 5 (May 1997): 1353–55. http://dx.doi.org/10.2214/ajr.168.5.9129443.

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Suen, Hung-Yue, Kuo-En Hung, and Chien-Liang Lin. "TensorFlow-Based Automatic Personality Recognition Used in Asynchronous Video Interviews." IEEE Access 7 (2019): 61018–23. http://dx.doi.org/10.1109/access.2019.2902863.

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Song, Xiyu, Bin Yan, Li Tong, Jun Shu, and Ying Zeng. "Asynchronous Video Target Detection Based on Single-Trial EEG Signals." IEEE Transactions on Neural Systems and Rehabilitation Engineering 28, no. 9 (September 2020): 1931–43. http://dx.doi.org/10.1109/tnsre.2020.3009978.

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Wenzel, D., and J. Speidel. "A digital asynchronous sample-rate converter for digital video signals." IEEE Transactions on Consumer Electronics 46, no. 1 (2000): 207–14. http://dx.doi.org/10.1109/30.826400.

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Giannakos, Michail N., Konstantinos Chorianopoulos, Kori Inkpen, Honglu Du, and Paul Johns. "Understanding children’s behavior in an asynchronous video-mediated communication environment." Personal and Ubiquitous Computing 17, no. 8 (April 25, 2012): 1621–29. http://dx.doi.org/10.1007/s00779-012-0525-2.

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Im, Hee-Joo. "A Study on College Students’ Learning Attitude During Synchronous and Asynchronous Video-Based Group Activities for English Presentation." STEM Journal 22, no. 3 (August 31, 2021): 46–58. http://dx.doi.org/10.16875/stem.2021.22.3.46.

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The purpose of the study is to explore college students’ perceptions/attitudes during synchronous and asynchronous group activities. The survey comprised of a 10-item, 5-point Likert-type questionnaire and open-ended questions. In the study, two groups, a synchronous group and an asynchronous group, participated in four activities during one semester. For the data collection, the researcher surveyed 116 students who are in the 1st year of college and collected their final tests, an oral presentation. The findings are as follows. Firstly, between the two groups, the synchronous group showed higher mean scores for online group participation. Secondly, the synchronous group also indicated higher mean scores for English learning, speaking confidence, and interest in learning English. Lastly, both groups mentioned communication with team members, improvement of English speaking and pronunciation, increased self-confidence and other elements as advantages of group work. In contrast, disadvantages included: technology problems, decreased self-confidence, inconveniences when meeting with team members online and others. The implications for the study are: first, online group activity can reduce isolation and increase interaction; second, the online video-based platform, Flipgrid, can help students improve English speaking skills by observing their own or peers’ videos; lastly, instructors can selectively use the synchronous and asynchronous group activities to suit their educational needs.

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Fajriah, Noor, Sumartono Sumartono, Indah Budiarti, and Ellina Normarisda. "Workshop Pembuatan Video Pembelajaran Matematika dengan Menggunakan Aplikasi Bandicam." Bubungan Tinggi: Jurnal Pengabdian Masyarakat 3, no. 1 (March 2, 2021): 1. http://dx.doi.org/10.20527/btjpm.v3i1.2510.

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Video pembelajaran matematika diperlukan dalam pembelajaran daring untuk mengoptimalkan kemampuan peserta didik. Tujuan diadakannya workshop adalah memotivasi guru matematika membuat video pembelajaran matematika dengan menggunakan aplikasi bandicam. Workshop diadakan secara daring dengan metode sinkronus dan asinkronus dari tanggal 22-30 Oktober 2020. Peserta adalah guru matematika yang tergabung dalam MGMP MTs dan MA se-Kota Banjarmasin sebanyak 29 orang. Guru yang sudah sering membuat video pembelajaran sederhana sangat antusias karena video yang dihasilkan dengan menggunakan aplikasi bandicam menampilkan wajah guru yang berbicara. Kegiatan workshop ini mendapat respon di kriteria sangat baik untuk keempat aspek yang dinilai yaitu materi, narasumber, durasi dan media penyampaian serta guru dapat membuat video pembelajaran matematika. Peserta disarankan menggunakan konteks etnomatematika yaitu dengan memasukkan budaya Banjar pada pembuatan video pembelajaran matematika agar lebih bermakna. Beberapa guru telah berhasil membuat video pembelajaran matematika kemudian menguploadnya ke youtube.Mathematics learning videos are needed in online learning to optimize students' abilities. The purpose of holding the workshop is to motivate mathematics teachers to make mathematics learning videos using the Bandicam application. The workshop was held online with synchronous and asynchronous methods from 22 to 30 October 2020. Participants were 29 math teachers who are members of the MGMP MTs and MA in Banjarmasin City. Teachers who have often made simple learning videos are very enthusiastic because the videos produced using the Bandicam application show the face of the teacher speaking. This workshop activity received a very good response in the criteria for the four aspects assessed, namely material, resource persons, duration and media of delivery, and the teacher could make mathematics learning videos. Participants are advised to use an ethnomathematics context, namely by including the Banjar Culture in making mathematics learning videos to make them more meaningful. Some teachers have succeeded in making mathematics learning videos and then uploading them to YouTube.

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Sutherland, Kelly R., and Daniel Weihs. "Hydrodynamic advantages of swimming by salp chains." Journal of The Royal Society Interface 14, no. 133 (August 2017): 20170298. http://dx.doi.org/10.1098/rsif.2017.0298.

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Salps are marine invertebrates comprising multiple jet-propelled swimming units during a colonial life-cycle stage. Using theory, we show that asynchronous swimming with multiple pulsed jets yields substantial hydrodynamic benefit due to the production of steady swimming velocities, which limit drag. Laboratory comparisons of swimming kinematics of aggregate salps ( Salpa fusiformis and Weelia cylindrica ) using high-speed video supported that asynchronous swimming by aggregates results in a smoother velocity profile and showed that this smoother velocity profile is the result of uncoordinated, asynchronous swimming by individual zooids. In situ flow visualizations of W. cylindrica swimming wakes revealed that another consequence of asynchronous swimming is that fluid interactions between jet wakes are minimized. Although the advantages of multi-jet propulsion have been mentioned elsewhere, this is the first time that the theory has been quantified and the role of asynchronous swimming verified using experimental data from the laboratory and the field.

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Malaga, Ross A., and Nicole B. Koppel. "A Comparison Of Video Formats For Online Teaching." Contemporary Issues in Education Research (CIER) 10, no. 1 (December 22, 2016): 7–12. http://dx.doi.org/10.19030/cier.v10i1.9876.

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The use of video to deliver content to students online has become increasingly popular. However, educators are often plagued with the question of which format to use to deliver asynchronous video material. Whether it is a College or University committing to a common video format or an individual instructor selecting the method that works best for his or her course, this research presents a comparison of various video formats that can be applied to online education and provides guidance in which one to select.

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Verbiest, W., and L. Pinnoo. "A variable bit rate video codec for asynchronous transfer mode networks." IEEE Journal on Selected Areas in Communications 7, no. 5 (June 1989): 761–70. http://dx.doi.org/10.1109/49.32339.

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Uchihara, Naofumi, Hiroyuki Kasai, Yoshihiro Suzuki, and Yoshihisa Nishigori. "Asynchronous prefetching streaming for quick-scene access in mobile video delivery." IEEE Transactions on Consumer Electronics 56, no. 2 (May 2010): 633–41. http://dx.doi.org/10.1109/tce.2010.5505981.

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Chao, H. J., C. A. Johnston, and L. S. Smoot. "A packet video/audio system using the asynchronous transfer mode technique." IEEE Transactions on Consumer Electronics 35, no. 2 (May 1989): 97–105. http://dx.doi.org/10.1109/30.24662.

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Wang, Huadong, Michael Lewis, Shih-Hsiang Chien, and Prasanna Velagapudi. "Scaling Effects for Synchronous vs. Asynchronous Video in Multi-robot Search." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 53, no. 4 (October 2009): 364–68. http://dx.doi.org/10.1177/154193120905300442.

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Breitkopf, Daniel M., Isabel C. Green, Matthew R. Hopkins, Vanessa E. Torbenson, Christopher L. Camp, and Norman S. Turner. "Use of Asynchronous Video Interviews for Selecting Obstetrics and Gynecology Residents." Obstetrics & Gynecology 134 (October 2019): 9S—15S. http://dx.doi.org/10.1097/aog.0000000000003432.

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Tsang, Rose P., David H. C. Du, and Allalaghatta Pavan. "Experiments with video transmission over an Asynchronous Transfer Mode (ATM) network." Multimedia Systems 4, no. 4 (August 1, 1996): 157–71. http://dx.doi.org/10.1007/s005300050020.

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Ha, Myung-Jeong. "Asynchronous Video Lectures and Synchronous Interactive Web Conferencing Lectures: Student Perceptions." Korean Society of Culture and Convergence 43, no. 5 (May 30, 2021): 87–110. http://dx.doi.org/10.33645/cnc.2021.05.43.5.87.

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Cioppa, Anthony, Marc Braham, and Marc Van Droogenbroeck. "Asynchronous Semantic Background Subtraction." Journal of Imaging 6, no. 6 (June 18, 2020): 50. http://dx.doi.org/10.3390/jimaging6060050.

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The method of Semantic Background Subtraction (SBS), which combines semantic segmentation and background subtraction, has recently emerged for the task of segmenting moving objects in video sequences. While SBS has been shown to improve background subtraction, a major difficulty is that it combines two streams generated at different frame rates. This results in SBS operating at the slowest frame rate of the two streams, usually being the one of the semantic segmentation algorithm. We present a method, referred to as “Asynchronous Semantic Background Subtraction” (ASBS), able to combine a semantic segmentation algorithm with any background subtraction algorithm asynchronously. It achieves performances close to that of SBS while operating at the fastest possible frame rate, being the one of the background subtraction algorithm. Our method consists in analyzing the temporal evolution of pixel features to possibly replicate the decisions previously enforced by semantics when no semantic information is computed. We showcase ASBS with several background subtraction algorithms and also add a feedback mechanism that feeds the background model of the background subtraction algorithm to upgrade its updating strategy and, consequently, enhance the decision. Experiments show that we systematically improve the performance, even when the semantic stream has a much slower frame rate than the frame rate of the background subtraction algorithm. In addition, we establish that, with the help of ASBS, a real-time background subtraction algorithm, such as ViBe, stays real time and competes with some of the best non-real-time unsupervised background subtraction algorithms such as SuBSENSE.

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McKenney, Cynthia B., Ellen B. Peffley, and Igino Teolis. "Comparison of Time Investment in Common Teaching Practices among Three Instructional Methods." HortTechnology 20, no. 1 (February 2010): 245–49. http://dx.doi.org/10.21273/horttech.20.1.245.

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Increasingly more collegiate courses are offered through a variety of distance formats. Course management platforms have reduced the faculty time required to create and deliver distance courses while enhancing asynchronous communication. In this study, the transactional distance theory was used to evaluate the different communication levels found between faculty and students in web-facilitated, online, and interactive video courses. A comparison of the online course sections to the web-facilitated course sections determined that there were significantly more asynchronous contacts with the online sections than with the web-facilitated sections. In addition, the total instructor time invested to administer the online course sections was significantly less than for the web-facilitated course sections. The interactive video conferencing sections could not be compared directly to the other teaching modes because the course content differed; however, mean time intervals for teaching and administrative activities are provided.

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Baruffaldi, F., G. Gualdrini, and A. Toni. "Comparison of Asynchronous and Realtime Teleconsulting for Orthopaedic Second Opinions." Journal of Telemedicine and Telecare 8, no. 5 (October 2002): 297–301. http://dx.doi.org/10.1177/1357633x0200800509.

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We studied a teleconsulting service for second opinions in orthopaedics. Three units of the national insurance organization for accidents at work were connected to a large orthopaedic hospital in Bologna. During a 20-month study, 65 consultations were provided: 51 (78%) by asynchronous (store-and-forward) consulting and 14 (22%) by realtime videoconferencing. All the consultations made use of radiology images (radiographs, computerized tomography scans, magnetic resonance imaging scans and ultrasound scans). Video-messages and still images were commonly used to support the asynchronous consultations. More data were transmitted on average for an asynchronous teleconsultation (8 MByte) than in a videoconference (5 MByte). The average time spent by orthopaedic specialists was slightly longer in videoconferences (21 min, SD 8) than in asynchronous teleconsultations (19 min, SD 8). The clinicians' confidence in their diagnosis was generally good but was lower in asynchronous consultations. The main problem affecting the telemedicine service was the lack or the low quality of the information received from the referring sites. The clinical complexity of the case and the organizational requirements were declared to be the main factors affecting the choice of consulting procedure. The study showed that the asynchronous method was preferred in the majority of cases and could be easily integrated into clinical practice, although there were some concerns about the diagnostic quality of the information transmitted.

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Osten, Evariste F., and John C. Schultz. "A system for fast digital image processing of asynchronous SEM signals." Proceedings, annual meeting, Electron Microscopy Society of America 46 (1988): 676–77. http://dx.doi.org/10.1017/s0424820100105448.

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The time required to examine a specimen's features with an SEM before photographically recording representative images is related to the amount of visual information about that specimen that is available from the SEM's viewing CRT. In a laboratory that examines several thousand specimens each year, many in low signal-to-noise situations, the accumulated examination time can be significant. Image processing to increase the information content of the viewed image can reduce the time needed to examine the specimen. Digital frame integration can be used to improve an image's signal-to-noise ratio and color processing of the observed image can be used to provide enhanced visual perception. Using a passive interface with the SEM for image processing has the advantage that it doesn't interfere with the SEM scan electronics nor does it affect normal SEM operation. A difficulty in image processing arises when using asynchronous SEM signals - video signals that lack synch pulses and therefore do not conform to standard RS-170 video.

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Moridani, Majid. "Asynchronous Video Streaming vs. Synchronous Videoconferencing for Teaching a Pharmacogenetic Pharmacotherapy Course." American Journal of Pharmaceutical Education 71, no. 1 (September 2007): 16. http://dx.doi.org/10.5688/aj710116.

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Yang, Qianqian, Mohammad Mohammadi Amiri, and Deniz Gunduz. "Audience-Retention-Rate-Aware Caching and Coded Video Delivery With Asynchronous Demands." IEEE Transactions on Communications 67, no. 10 (October 2019): 7088–102. http://dx.doi.org/10.1109/tcomm.2019.2929140.

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Schwartz, Mischa. "Characterizing highly correlated video traffic in high-speed asynchronous transfer mode networks." Journal of Electronic Imaging 5, no. 2 (April 1, 1996): 144. http://dx.doi.org/10.1117/12.238677.

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Takazawa, Tomoaki, Yoriko Utsunomiya, Yota Komoriya, Masaki Bandai, and Iwao Sasase. "VBR video transmission with isochronous and asynchronous transfer mode over wireless 1394." Electronics and Communications in Japan (Part I: Communications) 88, no. 4 (2004): 64–74. http://dx.doi.org/10.1002/ecja.10233.

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Torres, Edwin N., and Cynthia Mejia. "Asynchronous video interviews in the hospitality industry: Considerations for virtual employee selection." International Journal of Hospitality Management 61 (February 2017): 4–13. http://dx.doi.org/10.1016/j.ijhm.2016.10.012.

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Bhattacharya, Abhishek, Zhenyu Yang, and Deng Pan. "Query Adaptation Techniques in Temporal-DHT for P2P Media Streaming Applications." International Journal of Multimedia Data Engineering and Management 3, no. 3 (July 2012): 45–65. http://dx.doi.org/10.4018/jmdem.2012070103.

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Peer-to-Peer (P2P)-based approach for on-demand video streaming systems (P2P-VoD) characterized by asynchronous user-interactivity has proven to be practical and effective in recent years with real-world Internet-scale deployment (Huang, Li, & Ross, 2007). Current state-of-art P2P-VoD systems employ tracker server for discovering content suppliers which poses scalability and bottleneck issues. Temporal-DHT is a structured P2P based approach which can efficiently accommodate the large number of update operations with the continuous change of user’s playing position and supporting asynchronous jumps (Bhattacharya, Yang, & Zhang, 2010). The authors propose different query adaptation strategies based upon content popularity distributions and shortage bandwidth ratios which are proved to be effective in improving the performance of P2P streaming system by deriving certain optimized solutions. They formulate valuable optimization problems in the context of a P2P-VoD system such as minimization of query search cost, server bandwidth consumption, and a joint cost-load framework. The authors provide optimized solutions that achieve the best result for the above mentioned optimization objectives. They show extensive simulation studies under various scenarios of search cost, streaming quality, and other associated factors in a dynamic network environment where users are free to asynchronously join/leave the system.

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Mohd Rusdy Yaacob and Clara Marika Velte. "Students Perception Towards the Implementation of Asynchronous Video Lectures and Video-based Instructions in Experimental Fluid Mechanics Course." Evergreen 8, no. 2 (June 2021): 374–78. http://dx.doi.org/10.5109/4480719.

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Pestano Pérez, Manuel, Igor Pesek, Blaž Zmazek, and Alenka Lipovec. "Video Explanations as a Useful Digital Source of Education in the COVID 19 Situation." Revija za elementarno izobraževanje 13, no. 4 (2020): 395–412. http://dx.doi.org/10.18690/rei.13.4.395-412.2020.

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The paper presents the current state of scientific findings on flipped learning during the outbreak of COVID 19 and compares two models, the Chinese and the Slovenian. The portal www.razlagamo.si offers asynchronous video explanations that allow the learner to manage time independently and supportive conversations in which students synchronously, in one-to-one conversations communicate with student-teachers and in-service teachers. The quantitative overview of the video explanations is provided. Results will help teachers who use the principles of flipped classroom, and decision-makers who design the educational model for the future.

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Zundel, Mike, Robert MacIntosh, and David Mackay. "The Utility of Video Diaries for Organizational Research." Organizational Research Methods 21, no. 2 (September 7, 2016): 386–411. http://dx.doi.org/10.1177/1094428116665463.

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This article assesses the utility of video diaries as a method for organization studies. While it is frequently suggested that video-based research methodologies have the capacity to capture new data about the minutiae of complex organizational affairs, as well as offering new forms of dissemination to both academic and professional audiences, little is known about the specific benefits and drawbacks of video diaries. We compare video diaries with two established and “adjacent” methods: traditional diary studies (written or audio) and other video methods. We evaluate each in relation to three key research areas: bodily expressions, identity, and practice studies. Our assessment of video diaries suggests that the approach is best used as a complement to other forms of research and is particularly suited to capturing plurivocal, asynchronous accounts of organizational phenomena. We use illustrations from an empirical research project to exemplify our claims before concluding with five points of advice for researchers wishing to employ this method.

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Cummins, Mollie, Naresh Sundar Rajan, Chad Hodge, and Ramkiran Gouripeddi. "Patterns and Perceptions of Asynchronous Video Discussion in a Graduate Health Sciences Course." Journal of Nursing Education 55, no. 12 (December 1, 2016): 706–10. http://dx.doi.org/10.3928/01484834-20161114-08.

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FaridAminianModarres, Amir, and Mohsen Soryani. "A Pyramidal Layered HMM for Multiview Human Behavior Recognition in Asynchronous Video Streams." International Journal of Computer Applications 96, no. 7 (June 18, 2014): 34–40. http://dx.doi.org/10.5120/16808-6539.

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