Video Conferencing Solution for Synchronous Follow-Up of Cloud-Based IT Practical Work

Abstract

<strong>In a difficult economic context in the world in general and in the countries of sub-Saharan Africa in particular where we seek to make maximum return on investments; this paper draws on part of cloud computing technologies to offer traditional universities the possibility of carrying out practical work via the cloud without using either physical IT equipment or physical practical rooms; and on the other hand, on videoconferencing technologies to ensure synchronous monitoring of this practical work. Thus, a cloud-based laboratory model for STEM disciplines is proposed in [1]. In the implementation of the model, we proposed the solution based on practical work in the field of IT. This paper document is an extension of [1] and offers a videoconferencing solution for monitoring practical work applied on the cloud for collaborative work between the teacher and the learners. In this new model, practical work is done using virtual machines from the cloud, but real-time monitoring is provided by a videoconferencing system, the following functionalities of which have been added: screen sharing, file sharing and virtual classroom recording. </strong>

Usage Trend and Patterns of Google Meet as an e-Leadership Tool: An Evidence from Malaysian Public Organisations

“…Studies have also identified the potential of VCT as substitute for conventional forms of communication in the future (Byrnes et al, 2021). The strengths of VCT include its ease of use for managers to host or join meetings, data and file sharing, whiteboard for note-taking, customisable meeting rooms, features like polls and quizzes, real-time collaboration with Office apps, and recording capabilities (Archibald et al, 2019;Collins, 2020;Parasian & Yuliati, 2020;Yade et al, 2020). However, VCT is susceptible to technical difficulties, privacy and security concerns, and limitations in reading nonverbal cues and building relationships, particularly if managers lack e-leadership skills (Gray et al, 2020;Park et al, 2023;Steenkamp & Ziaei, 2021).…”