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The purpose of this study is to present a depth information-based solution for automatic camera control, depending on the presenter’s moving positions. Talks, presentations and lectures are often captured on video to give a broad audience the possibility to (re-)access the content. As presenters are often moving around during a talk, it is necessary to steer recording cameras.

We use depth information from Kinect to implement a prototypical application to automatically steer multiple cameras for recording a talk.

We present our experiences with the system during actual lectures at a university. We found out that Kinect is applicable for tracking a presenter during a talk robustly. Nevertheless, our prototypical solution reveals potential for improvements, which we discuss in our future work section.

Tracking a presenter is based on a skeleton model extracted from depth information instead of using two-dimensional (2D) motion- or brightness-based image processing techniques. The solution uses a scalable networking architecture based on publish/subscribe messaging for controlling multiple video cameras.

The Research Committee at Texas A&M University (TAMU) Libraries provides a model of tenure support that includes funding of research projects and an annual Research Forum. The purpose of this article is to review these support mechanisms and their outcomes. An argument for the benefit of such a model is presented.

Tenure support provided by the Research Committee and the broader supportive environment in which it functions is described. Each supported project was reviewed to determine its outcome (publication or conference presentation).

This model of support benefits tenure‐track librarians at Texas A&M University Libraries.

This model of support would likely benefit other academic libraries that require librarians to engage in scholarly communication. Thus this paper should be of interest to academic librarians and to library managers seeking to enhance tenure support for their faculty librarians.

Much of the literature on tenure support advocates mentoring. While TAMU's Research Committee functions within a library that requires mentors for its untenured faculty, this article provides an argument for the retention, or adoption of the kind of support provided by TAMU's Research Committee, including research funding and the opportunity to present research results to colleagues.

The purpose of this work is to present a prototype of the system and the results from a technical evaluation and a study on possible effects of recordings with active camera control on the learner. An increasing number of higher education institutions have adopted the lecture recording technology in the past decade. Even though some solutions already show a very high degree of automation, active camera control can still only be realized with the use of human labor. Aiming to fill this gap, the LectureSight project is developing a free solution for active autonomous camera control for presentation recordings. The system uses a monocular overview camera to analyze the scene. Adopters can formulate camera control strategies in a simple scripting language to adjust the system’s behavior to the specific characteristics of a presentation site.

The system is based on a highly modularized architecture to make it easily extendible. The prototype has been tested in a seminar room and a large lecture hall. Furthermore, a study was conducted in which students from two universities prepared for a simulated exam with an ordinary lecture recording and a recording produced with the LectureSight technology.

The technical evaluation showed a good performance of the prototype but also revealed some technical constraints. The results of the psychological study give evidence that the learner might benefit from lecture videos in which the camera follows the presenter so that gestures and facial expression are easily perceptible.

The LectureSight project is the first open-source initiative to care about the topic of camera control for presentation recordings. This opens way for other projects building upon the LectureSight architecture. The simulated exam study gave evidence of a beneficial effect on students learning success and needs to be reproduced. Also, if the effect is proven to be consistent, the mechanism behind it is worth to be investigated further.

The purpose of this paper is describing the seamless integration of the question‐answer interaction into automatic lecture recordings (ALRs). This includes the design and implementation of the question management (QM) software for a virtual camera team.

Coming from the human role model the interaction and its management to the virtual world is transferred and integrated it into a virtual camera team. All events are translated into sensor inputs which get processed by the virtual director and are used for the collaboration of the team in order to implement more complex cinematographic rules.

It is found that it is possible to record the whole interaction, to record the original voice of the questioner out of an audience without handing out a microphone or forcing him/her to walk to one, and to record a video of the questioner while asking. So, it is easier to follow a lecture recording as more details are recorded automatically.

First experiences on using this software clearly show the small weaknesses of the first version. As mentioned in the outlook, these are currently being addressed, e.g. by looking for a more natural interface.

The paper demonstrates how to use the question‐answer interaction as sensor input for an automatic lecture recording (ALR) system based on the roles of the according human originals. It ensures that many details of a lecture can be recorded seamlessly to keep the lecture context continuous and therefore to make the lecture recording more vivid and interesting.

This paper aims to describe the principles underlying the successful implementation of a lecture recording service in higher education.

The paper qualitatively reviews the practices and experiences of several years of automated lecture recording at a medium-sized university in Germany.

The paper concludes that there are several principles that should be followed to successfully implement lecture recordings in higher education.

The principles described in this paper can serve as recommendations for other universities that would like to establish or optimize their own lecture recording service.

The value of the paper lies mainly in the great amount of experience in successfully running a lecture recording service on which the principles and recommendations are based.

This study intends to add to the existing body of literature and provides a strong advocacy for the use of the computer-mediated corrective feedback by university lecturers in Nigeria and elsewhere. The purpose of this paper is to explore the perceptions and experiences of lecturers toward students' research project supervision using the computer-mediated corrective feedback, factors that facilitate its use, the most preferred computer-mediated corrective feedback types and the extent of its usage in project supervision.

This research relies on both the Dialectical Theory and the Unified Theory of Acceptance and Use of Technology. This study adopted the interpretivist philosophical paradigm. The case study approach of the qualitative design was used in this investigation. The research participants were selected using the multi-stage sampling procedure. In all, twenty-four (24) lecturers (four from each university, comprising 16 males and 8 females and their ages ranged from 37 years to 61 years) made up the study sample. In-depth interviews were held with these lecturers. The collected data were transcribed and coded and themes were generated based on the responses of research participants using inductive-thematic analysis (ATLAS.ti version 22).

The results indicated that lecturers' perceptions towards the computer-mediated corrective feedback in students’ research project supervision are positive, as they considered it flexible, speedy and economical. Users' personal and device-related factors affect the deployment of computer-mediated corrective feedback for students' research project supervision. E-mail, WhatsApp and Zoom are the three themes that emerged as computer-mediated corrective feedback types that lecturers adopt while supervising students’ research projects. Therefore, the study recommends that lecturers should take full advantage of computer-mediated corrective feedback in supervising students' research projects in lieu of the Fourth Industrial Revolution. Universities should also provide an enabling environment that facilitates computer-mediated corrective feedback.

Studies (outside Nigeria) have been conducted on CMCF using predominantly the experimental and the quantitative research designs in ascertaining the impact of this mode of feedback on students' writing performances. Other studies examined students' perceptions toward CMCF. However, little or no attention has been given to the use of CMCF in the supervision of students' research project writing, especially in Nigeria. Moreover, calls for more qualitative research into lecturer-student interactions and the assessment of educational issues have emerged in recent times. It is against this backdrop that this study explored university lecturers' perceptions and experiences of CMCF on students' research project supervision in Nigerian universities.

We describe an automatic classroom capture system that detects and records significant (stable) points in lectures by sampling and analyzing a sequence of screen capture frames from a PC used for presentations, application demonstrations, etc. The system uses visual inspection techniques to scan the screen capture stream to identify points to store. Unlike systems that only detect and store slide presentation transitions, this system detects and stores significant frames in any style of computer‐based lecture using any program. The system is transparent to the lecturer and requires no software or training. It has been tested extensively on lectures with multiple applications and pen‐based annotations and has successfully identified “significant” frames (frames that represent stable events such as a new slide, bullet, figure, inked comment, drawing, code entry, application entry etc.). The system can analyze over 20000 frames and typically identifies and stores about 100 significant frames within minutes of the end of a lecture. A time stamp for each saved frame is recorded and will in the future be used to compile these frames into a jMANIC multimedia record of the class.

To understand the reasons that accounting academics leave the tenure-track academic pipeline.

Survey study was conducted of PhD graduates who left the tenure-track accounting pipeline over a 22-year period.

We located and surveyed accounting PhD graduates who have opted out of the tenure-track. These opt-outs included those who have left academia entirely and those who have moved into non-tenure-track positions. Survey results indicate that dissatisfaction with research expectations is the most significant factor for faculty now employed in non-tenure-track positions. Although there were no gender-related differences in the number of faculty who left the tenure-track but stayed in academia, there were some gender differences in the importance of family-related factors in motivating the move off of the tenure-track.

The study examines the importance of the “push” and “pull” factors associated with changing career paths in academia that have been identified in the literature. The study finds some differences in influential factors between accounting academia and other fields. Sample size is a potential limitation.

The study provides recommendations for PhD program directors and for hiring institutions to help reduce the number of opt-outs.

Retention of qualified faculty who are dedicated teachers improves students’ educational outcomes.

This is the first study to examine factors that drive accounting academics to opt-out of the tenure-track.

The lack of physical contact and the absence of nonverbal clues could make some learners uncomfortable interacting with others via online learning platforms. Hence, understanding the determinants of students' motivation and engagement in online learning platforms is crucial in harnessing digital technology as an enabler of unrestricted and quality learning experiences.

Drawing on the self-determination theory (SDT), this study investigates the factors associated with student’s motivation to learn (MOL) and their influence on online learning engagement (OLE). Data were collected from 228 university students from the Klang Valley region of Malaysia using the online survey method.

The results of data analysis using the partial least squares structural equation modeling indicate that self-directed learning, computer and Internet self-efficacy and online communication self-efficacy significantly influence MOL. Besides, these factors indirectly influence OLE through MOL.

This study adds to the SDT framework by demonstrating how students' perceptions of autonomy, competence and relatedness through online interaction relate to MOL and OLE.

This paper seeks to propose a collaborative process for evaluating, piloting and selecting, new and emerging educational technologies. It aims to promote discussion about how such an evaluative process can be inclusive of interdisciplinary stakeholders and envision the actual application of these technologies in real teaching and learning contexts across disciplines.

The methodology applied in the piloting and evaluation of new educational technologies involves the design and identification of learning activities, the development of evaluation criteria which map to the goals of the learning activities and stakeholders' needs, and the incorporation of the technology‐enabled activities into the total course design.

Evaluation methodologies that involve interdisciplinary stakeholders collaborating on a software pilot expose participants to multiple perspectives and divergent views. The evaluation of new educational technologies within a teaching and learning context is more effective in exposing the benefits and weaknesses of the technology than a conventional software pilot.

The new educational technologies evaluation methodology proposed in this paper has only been fully applied in three product pilots and is still in its developmental stage. The research is limited to the evaluation of educational software, not the implementation of new educational technologies.

The re‐iterative and time‐consuming process of piloting and evaluating new educational technologies within a course context is one in which academics require pedagogical, technological and administrative support. This paper presents a methodology that ensures each of these varieties of support is included.

With the rapid expansion of new, sometimes costly educational technologies, universities can benefit from employing evaluation techniques based within an educational context, and ensure that their investments in these tools make an effective contribution to the enhancement of teaching and learning.