Would You Conduct a Meeting by Compressed Video? A Survey of VCCS Administrators

A review of meeting formats reveals some interesting variations. These include the following: face-to-face meetings that occur with all participants present in the same place at the same time; audio conferencing and full-motion video conferencing that take place with participants in different places at the same time; and data conferencing that may occur online, either synchronously through, for example, chat lines, or asynchronously through electronic bulletin boards or discussion lists. Online conferencing takes place in a virtual environment where the participants have Internet or Intranet access (Sullivan & Corbett, 1996).

The goals and objectives of a meeting may help to determine the type of meeting format. Face-to-face is important for certain meetings where body language and visual clues play important roles in the interaction of the participants. Some of these advantages are present in video conferences but are diminished in quality because of the limitations of the system. Direct eye contact, for example, is not possible , and the few second delays due to the compression technology may translate into jerky body movements not immediately identifiable as purposeful activity. If the primary intent of the meeting, however, is exchange of information, then data conferencing is a good choice. An audio conference is acceptable for many discussions, but a web-based chat line, listserv, or bulletin board may also be used as well to fulfill similar meeting objectives.

Compressed video meetings are appealing primarily because the system overcomes the constraints of time, distance, cost, and even climatic conditions (Anderson, Chute, & Raszkowksi). Professionals in diverse settings and different geographical locations may be interconnected and enjoy many of the advantages of face-to-face meetings. Line charges for compressed video must be considered, of course, but when compared with travel, meal, and, possibly, hotel charges for participants, compressed video becomes a cost-effective medium. Administrators, faculty, and staff do not spend time traveling from one campus or site to another. Instead of traveling, they perform their regular duties in their offices and classrooms until the time they go to the compressed video room for the meeting. Meeting by compressed video, therefore, increases the productive work time for participants. Additionally, the stress and inconvenience of travel are avoided , and compressed video meetings may be no more intrusive for participants than regular on-campus meetings.

For some participants, however, compressed video meetings are experiences to be avoided. Compressed video is perceived as a fearful and/or ineffective means of conducting a meeting. Participants complain that meetings are less useful and productive. Participation may be inhibited as people hesitate to speak into microphones or try to avoid appearing on the video monitors. Some members may sit in far corners of the room and not participate in any of the proceedings of the meeting. Attendees who do not know each other prior to participation in a compressed video meeting may complain that they are hesitant to talk or interact with those they see for the first time on a monitor. Some facilitators or presenters may ignore those at distance sites and address comments only to those at their own sites. They may not give question or comment opportunities to those at distance sites. As a result, distance site participants may be left out of discussions and feel that their opinions are not valued by those at the originating site. Poor visuals or lack of handout material may be additional contributing factors that make distance site attendees feel like second class citizens in a compressed video environment. Likewise, those at distance sites may ignore a speaker or presenter and engage in an independent conversation. If microphones are open, all sites may hear their conversation over that of the designated speaker. Such rude behavior would probably not occur if all participants were present in the same room; however, some attendees view faces and figures present only on monitors as not being "real" people. Lack of proper videoconferencing etiquette, therefore, can interfere with effective participation (Reed, 1996).

Technical constraints of the system and technical difficulties add to the distress of reluctant participants. Audio and video signals must be processed by an encoder-decoder (codec) before transmission. When the signals arrive at the distance site, they are decoded back into audio and video. As a result of this process, picture and sound quality is degraded. Images may appear fuzzy or chunky because the codec reduces frame rate and resolution to compensate for rapid information flow. The delay in audio is due to the time it takes for the signal to compress, travel, and decompress. The changes that occur because of the technical constraints of the system cannot be adjusted or improved (Reed, 1996). Participants should be informed of these constraints and trained to function within these technical limitations.

Other problems that occur as a result of improper configuration or operation of the system may be overcome with proper technical support; however, poor audio or video quality may greatly distract participants and their leaders and create an intolerable meeting situation. Failure of sites to initially connect or sites that connect successfully and later disconnect, due to malfunction in the system or local technical difficulties, may mean no participation for those at distance sites. Even failure to properly schedule for connectivity may result in unnecessary travel or no participation by some sites.

Time management is another major consideration for compressed video meetings. Timing is important for any type of meeting but is especially critical for compressed video. Compressed video time is absolute; there is a scheduled and definite connect and disconnect time. The meeting cannot begin earlier and usually cannot extend beyond its disconnect time. Question and discussion time should always be scheduled near the end of the meeting, and agenda items should not extend until the last minute (Divine, 1998). A meeting that suffers from technical problems or time management problems will be judged as ineffective and inefficient by attendees.

Materials and Methods

We conducted a survey across the Virginia Community College System (VCCS) to determine how compressed video was used to conduct meetings and to investigate prevailing views about this medium. The names and addresses were obtained from the Higher Education Directory (1998) and were listed as those individuals identified as administrators by the VCCS. All individuals identified as administrators were included in the survey. Three hundred sixty-eight college administrators were surveyed with a 40% response rate. The responding administrators’ average age was 50.4, with an average of 16.6 years in the VCCS.

Results

Administrators revealed that they attended an average of about 80 face-to-face meetings, 8 audio conferences, and 5 teleconferences. They attend, prefer to attend, and find face-to-face conferences effective, productive and comfortable. (Charts 1 and 2).

Chart 1: Average Number of Face-to-Face, Televised, and Telephone Conferences Attended by Virginia Community College Administrators

Face-to-face meetings, however, are also viewed as time consuming and expensive, especially when compared to teleconferences or telephone conferences that are considered to be easy to attend, economical, and cost effective. Administrators are more likely to perceive teleconferences and audioconferences as less useful and less efficient as well as more likely to inhibit participation and to be attended only as a last resort (Chart 3).

Chart 2: Community College Administrators Are More Likely To Attend, Prefer to Attend, and Find Face-to-Face Conferences Effective Compared to Televised or Telephone Conferences

Almost all administrators, greater than 90%, think that all types of meetings should have a well-structured agenda and have materials distributed ahead of time. Knowing other participants prior to a meeting is considered more important for telephone meetings, and having effective visuals is important for teleconferences and face-to-face meetings but unimportant for audioconferences.

Chart 3: Community College Administrators Are More Likely To View Face-to-Face Conferencesas Productive and Comfortable Compared to Televised or Telephone Conferences

Discussion

Even though the survey mirrors many of the prevailing opinions of different meeting formats, it is informative in revealing areas where training, information, and experience may help participants. The low utilization of compressed video as a meeting medium, for example, may be gradually overcome by distributing information and educating administrators on how to schedule meetings. Each VCCS campus has a distance learning contact who is responsible for scheduling all compressed video activities. After meeting times, dates, and participants have been tentatively established by the meeting coordinator, the distant learning contact will check the master schedule to determine if receive sites are available. If these sites are accessible, then notification is sent to contacts at receiving sites. After confirmation of the availability of distance sites, the meeting coordinator may then send notification to meeting participants.

Setting ground rules for participation and having an agenda may make the compressed video meeting more comfortable and effective. Ground rules for speaking and camera operation should be established at the beginning of the meeting. Speaking protocol includes who may speak, when they may speak, and how long they may speak. A previously trained individual should be assigned to operate the camera at each site. An agenda helps to keep the meeting participants focused on tasks and the accomplishment of goals and is a good tool for time management. Time for a compressed video meeting must be strictly observed, so time for questions and discussion must be included, usually at the end of the formal agenda (Divine, 1998). The combination of ground rules and an agenda will help maximize the effectiveness of the meeting and make participants more comfortable in knowing their roles and the expectations of their leaders.

A short introduction to the compressed system will also help to lessen the fears and inhibitions of participants. Attendees should be instructed on how to use microphones, both from a technical and a practical perspective. Participants should speak in a normal voice and tone, in complete sentences, and be reminded to properly use the microphone each time they speak (Divine, 1998). They should be informed regarding the two second delays in conversation between the originating and receiving site and be aware that quick, spontaneous interaction is not possible (Shaheen, 1998). Because most compressed video systems are voice activated, the site with those speaking will appear on the screen at all sites. If multiple sites speak at once, delays in switching may occur, thus hindering the meeting (Divine, 1998). An agenda and an adept facilitator can control response and prevent domination by sites overly eager to participate as well as discourage "hiding" by those not willing to take part in the proceedings.

In addition to sound, members should have an awareness of cameras, camera angles, eye contact, and body movement. Cameras are normally placed near monitors so that if participants look directly at monitors as they speak and interact, then they should appear to have natural eye contact with those at distance sites. If speakers or participants are required to move or change positions during the meeting, they ought to be aware of their image relative to the camera. Participants must not move out of camera range so that they seem as "disembodied voices" to the distant site. Gestures should be controlled, meaningful, and not too fast. Participants should be reminded that because of the compression process, uncontrolled movement may appear blurred or jerky to distance sites (Reed, 1996).

Dress is important, particularly for those appearing on camera, and should not be so distracting as to divert attention from the speaker’s words or presentation. As images are coded and decoded from the originating site to a distance site, the appearance of compressed visual information can change. Reds may appear as "hot" on camera and seem to send waves or movement across the screen. Certain patterns of clothing, such as plaids or checks, also create electronic movement and may be distracting. Reducing the amount of visual information by wearing plain clothing against pastel backgrounds will help to improve the video image and reduce diversions (Reed, 1996). Other items that may sidetrack attention include large and colorful jewelry, especially if speakers pull, jerk, or tug on items such as necklaces, bracelets, or earrings. Pen clicking or rattling change in pockets may be an equally disturbing action (Cyrs & Conway, 1997). Compressed video systems tend to magnify all these distractions and contribute to the perception that the meeting is not effective.

Most administrations prefer to have materials distributed ahead of time, and compressed video should present no problems provided that materials have been mailed or faxed well in advance of the meeting (Divine, 1998). Faxing is a capability for most compressed video rooms; however, last minute faxing does not guarantee that participants will receive materials. Wrong numbers, wrong locations, and technical problems may prevent the receipt of materials at all distance sites. Planning will help to ensure that all sites receive all materials.

Visuals play an important role in face-to-face and compressed video (Hancock, Chute, Raszkowksi, & Austad, 1982). In a face-to-face meeting, for example, charts, pictures, and items may be passed from one person to another. In the compressed video environment, however, passing of materials is not possible, and good visuals become especially important. The first rule is to check for visibility. Font size is critical for printed materials and a minimum of 36-44 pt. should be observed. Size and color should be considered for graphics such as charts and pictures (Bankerd, 1997). Objects that are shown to distance sites should be identifiable and in focus. Training for speakers is important prior to the meeting so that valuable meeting time is not wasted as speakers fumble with audiovisual equipment during the meeting (Divine, 1998).

Knowing other participants prior to meeting in a compressed video environment is considered important but probably will become less critical as participants become accustomed to this setting. Roll call and introductions should occur during the first few minutes of the meeting (Divine, 1998). Occasionally, participants may meet only on compressed video and later face-to-face. In such situations, most people react as though they have already "met."

Face-to-face meetings are rarely canceled because of technical problems; however, a backup plan is essential for an electronic meeting. If sites fail to connect or cannot properly participate because of other technical problems, the meeting will not be effective. Backup plans should be established prior to the meeting, and the plans should be announced at the beginning of the meeting (assuming that all sites initially connect). Audio conferences are good backup for video conferences, but connections, numbers, and passcodes must be distributed before the meeting, and speaker phones must be available in the compressed video room on the day of the meeting. Other less cumbersome backup plans may be on-line solutions such as discussion groups, listservs, or chatlines. If a group already has a website or members have access to e-mail, these solutions may be viable alternatives to an audioconference. As with audioconferences, prior planning is necessary for on-line solutions. The discussion group, listerv, or chatline should be set up and functioning properly before the video conference. Web addresses, sign-on instructions, and passwords should be distributed to all participants. If the video conference fails, then attendees should know immediately where to go and what to do in order to participate. Although all backup plans require prior preparation, the success or failure of a meeting may depend upon the fulfillment of the backup plan.

Compressed video is becoming the medium of choice for conducting increasing numbers of meetings. The appeal of this comparatively new media is centered around cost and time factors even though compressed video meetings may be viewed as frightening and ineffective experiences. A survey conducted in February 1998 demonstrated the opinion of Virginia Community College administrators regarding compressed video meetings. The results of the survey show that administrators prefer to attend face-to-face meeting but view them as time consuming and expensive. Face-to-face, however, is considered to be more useful, productive, and efficient than audio or video conferences. Electronic conferences are seen as easy to attend, economical, and cost effective, but inhibit participation and are to be attended only as a last resort. Agendas and materials distributed prior to meeting are indicated for all types of formats. Effective visuals are important for face-to-face and video conferences, and knowing other participants is more important for telephone conferences.

References

Anderson, C.W., Chute, A.G., & Raszkowski, R.R. Inter-institutional cooperation for effective teleconferencing. [Online] Available: http://www.lucent.com/cedl/interins.html.

Bankerd, K. (1997). How to optimize projection technology: using fonts, graphics, and color to maximize the effectiveness of your presentation. Syllabus, 11(4) pp 32-35.

Cyrs, T.E. & Conway, E.D. (1997). Creating a Professional Image. In Teaching at a Distance with the Emerging Technologies (pp. 345-362). Las Cruces, New Mexico: Center for Educational Development, New Mexico State University.

Divine, G. (1998). Planning an Interactive Compressed Video Conference. [Online] Available: http://www.uwex.edu/ics/cv/cvplan.htm

Hancock, B.W., Chute, A.G., Raszkowski, R.R., & Austad, K.D. (1982). Integration of medi components for successful teleconferencing. Teleconferencing and Interactive Media Proceeding. South Dakota Medial Information Exchange: Madison, Wisconsin. [Online] Available: http://www.lucent.com.cedl/intmedia.html.

Reed, J. (1996). Working with technological constraints.[Online] Available: http://www.kn.pacbell.com/wired/vidconf/compressedVid/compressedVid.html.Shaheen ,D.M. (1998). Teaching with compressed video. Innovation Abstracts, 20 (12), 1.

Sullivan, J ., & Corbett, D. (1996). Multimedia teleconferencing comes of age. [Online] Available: http://www.canada.confertech.com/aboutus/whitepapers/2001.

Sharon M. Martin is Associate Professor and Coordinator of Instructional Technology Design at Central Virginia Community College. She has an Ed.D. from the University of Georgia.

Susan S. Beasley is Audiovisual Supervisor at Central Virginia Community College. She has an M.Ed. from Virginia Polytechnic Institute and State University.

Geoffrey M. Hicks is Associate Professor and Director of Research, Assessment and Planning at Central Virginia Community College. He has a Ph.D. from Indiana University.