An Empirical Study on Remote Lectures Using Video Conferencing Systems
Tetsuya Oishi, Weiqiang Kong, Yasutaka Kamei, Norimichi Hiroshige, Naoyasu Ubayashi, and Akira Fukuda
Graduate School and Faculty of Information Science and Electrical Engineering, Kyushu University, Japan744 Motooka, Nishi-ku, Fukuoka 819-0395, Japanoishi@qito.kyushu-u.ac.jp

Abstract—We have been holding remote lectures among 5
universities in Japan using video conferencing systems supported by Polycom. Initially, we connected Kyushu University,
the center and information source of the remote lectures, with
4 other universities using the function of Multi-point Control
Unit (MCU) located in Kyushu University. However, this setting
was unstable and the quality of the lectures could not be
guaranteed. Therefore, we tried later to employ a new setup by utilizing dedicated equipment for MCU for enhancing
the lecture quality. In this paper, we describe and report ourexperience on the remote lectures using MCU. In addition, we
have conducted a survey of the students on the environment
and the method of giving the remote lectures. The analysis
results of the survey and our corresponding proposals will bepresented as well in the paper.
Keywords-Remote Lectures, Video Conferencing Systems,
Multi-point Control Unit

Figure 1.

Screen location

I. I NTRODUCTION
Remote lectures have gradually become more popular and been expanding their usage for sharing lectures
among multiple universities. QITO (Kyushu University
Information Communication Technology Architect Educational PrOgram) has also been holding remote lecturesusing video conferencing systems supported by Polycom(http://www.polycom.com/). However, some fatal problems
were encountered such as lecture interruption due to breakdown in Internet communication. To resolve these problems,
we introduced MCU (Multi-Point Control Unit).
In addition to traditional lectures given so far, the QITO
program, a two-year education course for master students,
provides special curriculums centering on “Project-Based
Learning (PBL)”, “Long-Term Internship”, and “ICT AllRound Education/Omnibus”, which were insufficient in thepast.
In PBL [1], learning basic skills such as software development and project management is scheduled for the 1styear 1st semester. Moreover, in the 2nd semester and the
2nd-year 1st semester, students are requested to deal withpractical problems assigned by teachers from industries oruniversities.
The long-term internship does not aim at company experiencing. The 1st-year students in QITO program are
anticipated to participate in the internship for more than one
month (up to two months) in summer, and to work on a realcompany project for software development.

The omnibus lectures consist of ICT Society BusinessSpecial Course (1st-year 1st semester), Advanced ICT Engineering Special Course (1st-year 2nd semester), ProjectManagement Special Course (1st-year 2nd semester), andAdvanced ICT Leaders Special Course (intensive course in
1st-year only). These courses, given by first-class managers,
technicians, and researchers from industries, explore themost advanced ICT technologies and their trends.
Omnibus lectures, especially the ICT Society BusinessSpecial Course and the Advanced ICT Engineering Special
Course, are remote lectures that utilize video conferencing
systems in between Kyushu University and “cooperative
universities” (Kyushu Institute of Technology (Kyutech forshort), Kumamoto University, University of Miyazaki, andFukuoka University). The ICT Society Business Special
Course is held every Thursday from 2.50pm to 6.10pm in
1st-year 1st semester, and the Advanced ICT Engineering
Special Course is held every Thursday from 2.50pm to6.10pm in 1st-year 2nd semester. Totally, 10 and 7 lectures
for each respective course have been held in 2012.
QITO, Kyutech, University of Miyazaki, and Fukuoka
University use HDX 9002, while Kumamoto University uses
PVX. These video conferencing systems are products of
Polycom. HDX9002 is a video conferencing unit and PVX
is a video conferencing software application.
Information distributed among QITO and the cooperativeuniversities before 2007, we did not encounter any problem
using HDX9002 (Figure 2(a)). From 2008, we encounteredproblems since one more cooperative university (Fukuoka
University) was added and we had to use HDX9002 forconnecting 5 locations all together.
(a) 4 locations

Figure 2.

(b) 5 locations(c) 5 locations(improved)

Traditional method to connect to some locations

universities includes: screen pictures (e.g., powerpoint lecture slides) displayed in a PC placed at QITO (hereafter
called content), the image of a camera also placed at QITO
for filming a lecturer, and sound from all universities. A
sketch of the screen of all universities is shown in Figure 1.
The upper part of the figure shows the screens at QITO
and the lower part shows the screens at the cooperative
universities. The screen for the camera at QITO can also
be switched to show screens of cameras located in eachcooperative university.
The previous version of this paper was presented at
ICET2013 [2]. In this paper, we extend the work in [2] byincluding a survey on the remote lectures, the analysis resultsof the survey, and our proposals. In particular, the following
additional information will be presented:• We describe the primary purpose of the survey and thetiming when it was conducted. In addition, we show thenumber of students who attended the remote lectures
and the number of valid answers.
• We obtained some opinions about the environmentof the remote lectures from the survey, which was
designed originally for finding out students’ opinions
about the contents of the lectures. We extracted somecomplaints from those opinions and classified them into
ones for the environment of the remote lectures andones for the method of giving the lectures.
• We describe how our solution for improving the environment of the remote lectures, which have alreadybeen proposed in [2], relate to the survey results,
especially to the complaints. We report, as an analysis
result of the survey, a fact that the more we improvethe environment of the remote lectures, the less thecomplaints occur.
• For the complaints, we describe what we have alreadysolved and what we plan to solve in the future.
II. T RADITIONAL P ROBLEMS
We have been holding remote lectures using MCU (Multipoint Control Unit) function of HDX9002 at QITO till
now. MCU facilitates remote conferencing (in our context,
lectures) among multiple locations. In particular, the MCU
function in HDX9002 supports connection of 4 locations
at the same time. Since there were only 3 cooperative

A. Connecting to 5 locations
We adopted the method shown in Figure 2(b) to connect
5 locations. Each cooperative university connected to QITO.
Here, the numbers attached in the figure represent the orderof connection. Kumamoto University was set to connect toUniversity of Miyazaki because MCU function in HDX9002
can only connect 4 locations at most at the same time. As
a result, some problems occurred.
• Connection to the cooperative universities was down
unexpectedly.
• Content was not distributed to the cooperative universities.
• QITO could not receive sound and images from thecooperative universities.
When the connection was down unexpectedly, a lecture had
to be interrupted. Therefore, students in the cooperative
universities might not be able to understand the lecture
sufficiently. Moreover, the screen for the camera at QITO
could not automatically switch to the camera image of thecooperative university, whose students were talking througha microphone (e.g., for answering a question posted by thelecturer at QITO). This is contrary to our expectation and thelecturer at QITO could not see the student who was talking.
Since a connection might become even more unstable
if it lasted for long time, we periodically turned off theconnection to all locations manually and re-established theconnection again later on. However, this method could notessentially solve the problems. In addition, following thesuggestions of an engineer from Polycom, we reversed theconnection direction (as shown in Figure 2(c)) between
QITO and the cooperative universities, but the problems still
could not be solved.
B. Introducing dedicated equipment for MCU
MCU function in HDX9002 can connect maximally 4
locations at the same time. Using HDX9002 for connecting
5 locations is not recommended. Therefore, we decided touse a RMX2000 located in Information Infrastructure Initiative center of Kyushu University. RMX2000 is dedicatedequipment for MCU that supports connecting 5 locations.
Through utilizing this dedicated equipment, we expected thatthe remote lectures could be held smoothly and the problems(Section II-A) could be solved.
Before using the dedicated equipment for MCU, we
made the following settings: 1) we set the duration of aconferencing call to 360 minutes so as to cover the wholelecture till its end, 2) we enabled H.239 [3] protocol. H.239,
which is a recommendation of the ITU-T (International

(a) Basic

Figure 3.
MCU(b) For Kumamoto
University(c) For University ofMiyazaki

The connection method through the dedicated equipmemnt for

Telecommunication Union Telecommunication Standardization Sector), is a standard to show not only the images froma video conferencing system but also the pictures of PCs.
Previously, we had to make the connection manually
among QITO and each university. After we introduced
the dedicated equipment for MCU, all universities wereconnected by MCU automatically at 2:45pm (Figure 3(a)).
MCU was set to turn off the connection automatically at
6:45pm, but each university could turn off the connection
manually because the lecture ended at about 6:10pm.
We could change the screen at QITO in a way shown in
Figure 4 by operating HDX9002 manually. The image fromthe camera at each respective university is automaticallyswitched and displayed at QITO at 15-second intervals. In
addition, if a student of a certain university talks through a
microphone, the image of that university will be displayed
at QITO.
Although the connection process was simplified thanks to
the introduction of the dedicated equipment for MCU, somenew problems occurred. We describe these new problems
and our solutions to them in Section III.
III. N EW P ROBLEMS O CCURRED AND O UR S OLUTIONSIn this section, we show concrete examples of the problems occurred after introducing the dedicated equipment for
MCU, and our solutions. The time slots when problems
occurred after we introduced the dedicated equipment for
MCU are shown in Figure 5. During holding the remote
lectures, we used Skype (http://www.skype.com/) to communicate with the staffs of the cooperative universities. The
graph is made from the log of Skype. In the figure, verticalaxis shows the days of lectures and the names of universities,
and horizontal axis shows the time of the days. The lines
painted denote time slots when some problems occurred.
A. Content was not shown when lectures started[Problem] The resolution of the PC used by lecturers
was set to 1600 × 900, which is the maximum value. On
this setting, the content was not shown in all cooperative
universities when lectures started.
[Solution] We understood that the content would not beshown at the cooperative universities if the resolution was
too high. Therefore, we changed the resolution to 1024×768.

Figure 4.

Screen transition

B. MCU could not connect to the cooperative universities
when lectures started[Problem] Some cooperative universities were not connected from MCU automatically. This happened when videoconferencing systems located in the cooperative universities
were not started up. If MCU could not connect to a videoconferencing system when a lecture starts, MCU will try to
re-dial to that system and thus the connection could be restored. Normally, such re-dial actions are done automatically
until MCU could connect with the conferencing system.
[Solution] However, if the connection could still not beable to restore, a MCU manager is requested to make there-dial and connection manually.
C. Content became invisible in lectures[Problem] The content became invisible during lectures atsome cooperative universities. The resolution of the PC usedby the lectures had already been lowered (Section III-A).
[Solution] As mentioned earlier, in remote lectures, notonly the screen pictures of the lecture PC but also the images
from cameras will be distributed. We found that, when
the content became invisible, the transmission rate of theimages from cameras was set to 1920Kbps. Our network was
jammed by this setting. This problem was solved after wechanged the transmission rate of the images from cameras
into 384Kbps, which was the minimum value. Although
this solved the unexpected loss connection problem, the image quality became worse especially when lecturers moved
quickly. It is possible to set the transmission rate to a valueof 384Kbps, 512Kbps, 768Kbps, 1024Kbps, 1472Kbps, or
1920Kbps. After examination, we found that 768Kbps was
the best balanced value that could avoid the loss connection
problem as well as provide a satisfactory image quality.
D. The connection was down after 90 minutes (Kumamoto
University)[Problem] The connection between MCU and Kumamoto
University was down 90 minutes after a lecture started.

Figure 5.

Time slots when problems occurred[Solution] The reason was that the maximal conferencing
time of the PVX used at Kumamoto University was set
to 90 minutes, the default value. We solved this problem
by changing the default maximal time from 90 minutes tounlimited
E. The connection was down after 120 minutes (Fukuoka
University)[Problem] The connection between MCU and Fukuoka
University was down 120 minutes after a lecture started.
We confirmed the default maximal conferencing time of the
HDX9002 used in Fukuoka University, but that value was
not 120 minutes. So the problem was not related to thissetting.
[Solution] Video conferencing system of Polycom uses
the H.323 [4] protocol. Using this protocol, MCU keeps aconnection with each location with UDP after the connection
is initially made with TCP. Moreover, both systems send
keep-alive packets to each other. The connection will beturned off if there are no responses.
Having this fact in mind, we reconfirmed the network ofFukuoka University and found that timeout of firewalls was
set to 30 minutes in Fukuoka University. In other words,
TCP connection between MCU and Fukuoka University was
disconnected after 30 minutes. When 120 minutes passed,
the connection was turned off due to no responses to keepalive packets.
Therefore, through the Information Processing Center of
Fukuoka University, we changed the timeout of firewalls
from 30 minutes to 180 minutes. As a result, the connection
between MCU and Fukuoka University became normal.

F. Connection failed (Kumamoto University)[Problem] At the start of a lecture, only Kumamoto
University was not able to be connected automatically by
MCU. Kumamoto University used the same lecture room as
before when normal connection had ever been successfully
made. Moreover, the manager of MCU at QITO side could
not make the connection manually either.
[Solution] The students in Kumamoto University thenmoved to another room. And this time, the MCU manager
succeeded to connect the MCU with that room.
Since there was the possibility that MCU could notconnect one of the two rooms, we decided to connect, asshown in Figure 3(b), MCU with both lecture rooms for
Kumamoto University. As a result, if MCU cannot connect
the first lecture room, the second lecture room will be
tried (Section III-B). After students in the first room moveto the second room, the connection should be establishedautomatically.
G. The connection was down after 120 minutes (Kumamoto
University)[Problem] This problem was similar to the one of Fukuoka University (Section III-E). However, we did not find any
problem about firewalls in Kumamoto University, and thus,
we could not solve the problem by following the method
discussed in Section III-E. Moreover we had no idea on
how to solve this problem.
[Solution] We divided the connection duration into 2
parts. In the first part, MCU was set to connect QITO
and the cooperative universities from 2:45pm to 4:30pm.
In the second part, a connection was made from 4:30pm

to 6:45pm. More precisely, the connection was turned off
at 4:29pm and re-established at 4:30pm. Since the turningoff and re-establishment happened in the break between
two lecture sessions, there was no influence to the lectures.
Thanks to the above division, the connection between MCU
and Kumamoto University returned to normality because theconnection was turned off after 105 minutes. In addition, inthe second part, the connection duration was 135 minutes intotal, and thus, there would be no problem even if the lecture
was extended over 6:10pm (when the connection duration
should be 100 minutes).
H. Connection failed (University of Miyazaki)[Problem] At the start of a lecture, University of Miyazaki
had not been able to be connected by MCU.
[Solution] This problem occurred because IP address of
University of Miyazaki was not registered in MCU correctly.
Since the lecture could not continue as it was, we decided tolet University of Miyazaki connect QITO directly (as shownin Figure 3(c)). Later, we registered the correct IP address of
University of Miyazaki in MCU and the connection returned
to normality in the form shown in Figure 3(b).
I. Sound could not be sent to other universities (Kumamoto
University)[Problem] It often happened that the sound of Kumamoto
University could not be sent to other universities. We supposed that the cause of this problem is due to that Kumamoto
University used PVX, a video conferencing application, butother universities used HDX9002, a video conferencing unit.
However, we have not found the true reason for this problem
so far.
IV. Q UESTIONNAIRE S URVEY
We have conducted a questionnaire survey on the remote
lectures in 2011 and 2012. While we asked the students forfilling the questionnaire after all remote lectures ended in2011, the students were given the questionnaire before thefirst lecture started in 2012. This questionnaire consists ofthe following questions for each lecture.
1) Which part of the lecture are you interested in?
2) An overall impression of the lecture.
3) Comments for next year’s lectures.
Although the primary purpose of the questionnaire is toobtain students’ opinions about the contents of the remote
lectures, we supposed that there might exist potential opinions about the environment or the method of giving lecture.
After we reviewed the results of the questionnaire survey,
as we expected, the results of the questionnaire did contain
opinions about the environment of the remote lectures or the
method of giving lectures. This questionnaire was conducted
for the students who attended the remote lectures. They can
decide whether to return the questionnaire by themselves. In
Table I, we show the number of the students who attended

Table IATTENDANCE AND ANSWERS

Attendance
Answer

2011
1st
2nd
semester semester
73
58
47
22

2012
1st
2nd
semestersemester
73
57
68
44

the remote lectures and the number of answers we received.
In this section, we give description of our analysis results.
A. Opinions about the environment of remote lecture
The opinions about the environment of the remote lecturesare summarized as follows.
• I couldn’t concentrate on the lecture enough because
the network connection was disrupted. (Kumamoto University, the 1st semester, 2011)• I wish the staff could improve the image quality of thecamera. (Fukuoka University, the 2nd semester, 2011)• I have to study by watching a DVD record of thelecture because a network disturbance happened in thelectures. (Kumamoto University, the 1st semester, 2012)
In 2011, some students who attended the remote lectures
were dissatisfied with the lecture environment because someserious troubles occurred that interrupted the lecture (SectionII-A). In the 1st semester of 2012, we introduced a dedicatedequipment for MCU to try to improve the environmentof the remote lectures (Section II-B). However we still
got some complaints about it because there were various
problems caused by a lack of knowledge of using MCU(Section III). In the 2nd semester of 2012, the problems,such as connection failure, did not occur. Then there wasno complaint from the students for the environment of theremote lectures.
B. Opinions about the method of giving lectures
We had concentrated on improving the environment of theremote lectures from 2011 to the 1st semester of 2012. We
thought that being interrupted was the biggest problem for alecture. Although we achieved to improve the environment,
some students left their opinions as follows.
• I would be happy if the lecturer could listen to opinionsof the students. (Kyushu Institute of Technology, the 1stsemester, 2011)• The lecturer should take care of not only Kyushu University but also the cooperative universities. (Kyushu
University, the 2nd semester, 2011)• I think that the lecture was conducted at Kyushu
University only. (Kyushu Institute of Technology, the
1st semester, 2012)
The lecturers did their best to accomplish their lectures.
Thus, they sometimes tended to continue their lectures
without listening to opinions of the students because they
concentrated on explaining their themes. In addition, someV. R ELATED W ORK(a) Distributable path
Figure 6.

(b) Undistributable path

Camera information path

In this section, we discuss two papers about the consortium of higher education in Shinshu, Japan. Eight major
universities constitute the consortium: Shinshu University,
Nagano College of Nursing, Saku University, Tokyo University of Science-Suwa, Seisen Jogakuin College, Nagano
University, Matsumoto Dental University, and Matsumoto
University.
A. Practice of “K 3 Salon”

lecturers questioned the students in Kyusyu University but
did not question the students in the cooperative universities.
Therefore, we requested the lecturers to ask questions
to the students in all universities in the 2nd semester of2012. Moreover, we asked the lecturers to designate inadvance the students whom they expect to speak. Thesemeans allowed the students in the cooperative universities
to speak positively without being left.
Furthermore, we obtained the following opinion.
•

It was difficult to read some letters or pictures drawn
in whiteboards located at each university. (Kyushu
Institute of Technology, the 1st semester, 2012)

Some of the remote lectures used whiteboards. In such
lectures, the information written in whiteboards at each
university had to be distributed to each university. The information in Kyushu University’s whiteboard can be distributed
to the cooperative universities using the camera equipped in
Kyushu University, and the information in the cooperative
universities’ whiteboards can be also distributed to Kyushu
University using the cameras equipped in each cooperative university (Figure 6-(a)). However, the information ina cooperative university’s whiteboard can’t be distributed
to other cooperative universities (Figure 6-(b)). Then, todistribute an image from a cooperative university to othercooperative universities, we distributed the image, which
was distributed to Kyushu University, to other cooperative
universities through the camera equipped in Kyushu University. Using this way, it was difficult for the students inthe cooperative universities to read clearly the details on thewhiteboard because the image was corrupt during Internet
transmission.
Therefore, based on these facts, we decide to utilize digital
cameras for those lectures that use whiteboards from 2013.
The staffs of each cooperative university will be requested totake pictures of their whiteboards and send them via emails
to Kyushu University, then we will distribute the whiteboard
pictures to the cooperative universities using the same way as
we transfer the content mentioned in Section I. We believe,in this way, the students in the cooperative universities will
be able to read the images of whiteboards equipped in otheruniversities clearly.

“K 3 Salon” is an activity hosted by the consortium of
higher education in Shinshu for practicing remote lecturesand promoting communication among universities. K 3 isan abbreviation of the Japanese spelling (Koutou Kyouiku
Kouryu) of “higher education exchanging”. The paper [5]reports results of constructing and operating a remote lecture
system that is claimed to be easy-to-use by teaching andtechnician staffs themselves.
In this consortium, remote lectures among universities
were operated by using dedicated equipment for MCU(RMX2000 of Polycom), which was located at Shinshu
University. Staff members of each university used a touch
panel to start a remote lecture manually and to end thelecture manually after 90 minutes. When a remote lecture
was extended over 120 minutes, the firewall problem as
described in Section III-E occurred and the staffs manually
re-established the connection.
In Kyushu University, the dedicated equipment for MCU
is managed by Information Infrastructure Initiative Center.
QITO and the cooperative universities cannot connect toit forwardly. Instead, MCU connects to each university
automatically and remote lectures are able to be operated
easily. Moreover, in QITO, we deal with long-hours remote
lecture.
B. Automatic Control and Extension of Control Devices
To solve the problems mentioned in paper [5], the paper[6] reported construction and implementation of “automatic
remote lectures starting and ending”, “automatic lecture
content sending”, “remote control of cameras”, and “control
program using iPad”. In QITO, we record remote lectures
just for those universities to which connections fail, not forlater distribution. In addition, controlling remote cameras
and using control panels through touch panels are not considered as important for us. Thus, we focus on “automatic
remote lectures starting and ending”.
In the consortium of higher education in Shinshu, durationof remote lectures is just 90 minutes. To operate the remote
lectures, staffs start and end the lectures automatically. Dueto this, even if a lecture is extended, the remote lecture(content distribution) will be turned off automatically before the real end of the lecture. Furthermore, when using
RMX2000, an announcement will be sent to all cooperative
universities 5 minutes before a remote lecture is to be turnedoff automatically. This announcement becomes a noise andmakes it hard for lecture audience to listen to the lecturer
clearly. The consortium solved this problem by delaying thescheduled ending time for 5 minutes.
QITO introduced the mechanism of automatic connection
and disconnection as well (section III-G). However, thedisconnection (i.e., turning off) is not made during a lecture.
Since our remote lectures last for long hours, the disconnection is automatically made at break time in between two
lecture sessions. Moreover, the announcement does not cause
any harm because the automatic ending time is set to be 30
minutes after the supposed lecture ending time.
VI. C ONCLUSION
This section concludes the MCU introduction (Section
VI-A), the questionnaire survey (Section VI-B), and thewhole of our paper(Section VI-C).
A. MCU Introduction
When we simply used MCU function, many problems
occurred, which became obstacles to the remote lectures.
To solve the problems, we decided to utilize dedicatedequipment for MCU.
After that, the connection became stable, but some newproblems occurred (Section III). These problems are divided
into those caused by general network (Section III-A, III-C,
and III-E), and those caused by device units (Section III-B,
III-D, III-F, III-G, and III-H). We believe that our solutions
to the problems of the second category are also applicableoutside QITO.
The problems considered in Figure 5 comprise various
problems mentioned earlier in this paper. As we continue
operating the remote lectures, quality of the lectures becomes gradually better. After we introduced the dedicatedequipment for MCU, the connection became more stable
and lecturers could confirm now students of the cooperative
universities who were answering their questions.
Although we have solved almost all problems encountered, the problem described in Section III-I has not beensolved. The difference between the device units used by
the universities or the construction of network may be oneof the causes of the problem. In the future, we plan tofurther investigate solutions to this problem for providing
more comfortable circumstance for remote lectures.
B. Questionnaire Survey
We conducted a questionnaire survey of the remote lectures, and then we obtained some complaints about the environment of these lectures (Section IV-A). Before confirming
the opinions from the questionnaire survey, we had alreadyrecognized the problems described in the complaints. No
complaints occurred after we solved the problems mentioned
in Section II and Section III.
While we gave improvement of the environment of theremote lectures the highest priority, we obtained some

opinions about the method of giving lectures (Section IV-B).
The students in the cooperative universities became not to beleft because we decided to propose some questions to thesestudents consciously. To distribute among the universities
the images of the whiteboards equipped in each university,
we decided to distribute some pictures of whiteboards taken
by digital cameras.
Thus, some complaints that we obtained from the questionnaire survey are expected to be resolved.
C. Summary
In this paper, we reported device setting experience obtained through holding remote lectures in QITO. Moreover,
we have conducted a questionnaire survey and solved someproblems realized from the survey.
We changed the environment and the method of giving the
remote lectures in 2011 and 2012. Our work contributed toreducing students’ complaints, that is, to improve the qualityof the remote lectures. In our future work, we will investigate
the method to improve the remote lectures in more detail,and consequentially increase the students’ motivation oflearning.
ACKNOWLEDGMENT
The research is carried out in the program of Promotion
Program to Foster Leading IT Specialists supported by Ministry of Education, Culture, Sports, Science and Technology(MEXT), Japan.
R EFERENCES[1] N. Sakamoto, M. Fukase, T. Mine, S. Kusakabe, T. Nakanishi,
Y. Omori, M. M. Uddin, K. Araki, A. Fukuda, H. Yasuura,
and T. Kitasuka: Large Scale Business-Academia Collaborationin Master Education Course. The proceedings of the FirstInternational Conference on Computer Supported Education(CSEDU), pp. 159-166, 2009.
[2] T. Oishi, Y. Kamei, W. Kong, N. Hiroshige, N. Ubayashi, andA. Fukuda: An Experience Report on Remote Lecture Using
Multi-point Control Unit. 2013 International Conference on
Education and Teaching (ICET 2013), pp. 352-359, 2013.
[3] Recommendation h.239.
http://www.itu.int/rec/T-REC-H.239/(refers at 2012.09.10)[4] Recommendation h.323.
http://www.itu.int/rec/T-REC-H.323/(refers at 2012.09.10)[5] T. Morishita, K. Chino, H. Suzuki, K. Nagai, M. Niimura, andM. Yabe: Practice of K3 Salon with Intercollegiate Distance
Learning System in the Consortium of Higher Education in
Shinshu. Journal for Academic Computing and Networking,Vol.14, pp. 105–116, 2010.
[6] T. Morishita, K. Chino, H. Suzuki, K. Nagai, M. Niimura, andM. Yabe: Development of Intelligent Intercollegiate Distance
Learning Systems and an Extension of System Control Device.
Journal for Academic Computing and Networking, Vol.15, pp.
70–81, 2011.