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DATE DUE DATE DUE D

 

 

 

 

 

 

 

 

 

 

 

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6/01 cJCIHC/DateDuoflGS-p 15

 

 

ICOSTA WEBCASTING:
WEBCASTING AS A MEDIUM TO DELIVER DYN
PRESENTATIONS

AMIC

By
Jiae Lee Chan

A THESIS

Submitted to
Michigan State UniVersity
In partial fulfillment of the requirements
For the degree of
MASTER OF ARTS

Department of Telecommunication

2002

Abstract

KOSTA WEBCASTING;
WEBCASTING AS A MEDIUM TO DELIVER DYNAMIC PRESENTA wows

By
J iae Lee Chun

' - namic
The thesis project of liae Lee Chun IS the test of webcasnng as a dy
' Abroad,
presentation medium. I recreated the KOSTA (KOrean sTudentS in

- ' Sentation
. . . ed interactive pre
www.KOSTA.ws) seminar v1deo as a Simultaneously generat

S

dience W3

- - at. Its target an
by adding audio, video, images, and text 1n a webcasting form

Korean graduate students who study outside Korea.

nemlc
. . the 600
webcastmg 1“
This thesis explains why KOSTA was chosen for the mode“

° b ' busingSS
aspect. In this part, I raise two questions: ( 1) what kinds of we casting .“ess
. bUS‘
failed and what were the reasons; and (2) what can be suggested as pOSSIbl6

models for webcasting and why? Then, I address the aforementioned first queSIlOll by
explaining two of Michael Rappa’s business models: the advertising model and the
subscription model. Furthermore, the reasons for their failures in technical,

scram!
industrial aspects are addressed. Then, I suggest three possible business mod

e18:
corporate communication channel model, saleS Promotion model and com“

1110’ made].

Among these models, the KOSTA webcasting Site Will be produced as an exam
P

community model.

The thesis also detailes the pdeUCtion 0f the KOSTA webcast, including
technical and design challenges met- The thesis r€501V€S With an evaluati0n of the

effectiveness of the webcast, “Oting lessons learned that others can apply to their

webcasting projects.

Table of Contents
ABSTRACT
TABLE OF CONTENTS iii
LIST OF PICTURES IV
LIST OF FIGURES V.
LIST OF TABLES V‘

° f r
CHAPTER 1. Economic Aspect of the Webcasting Industry - Busmess Model 0

Webcasting
1. Webcasting Industry - Why Do Entertainment Webcasting SlteS
Face the Lack of Funding and Revenues?

3

4
2. Why Did the Subscription Model Fail? 5
3. Why Did the Advertising Model Fail? 7
4. Technical Limits for Webcasting 9
5. Webcasting as Corporate Communication Channel \7‘
6. Webcasting as Sales Promotion \A‘
7

. Webcasting as Community Model l6
8. Conclusion

CHAPTER II. KOSTA Webcasting Site Production

1. Purpose
2. Users 18
3. Communication Objective 23
4. Program Contents and Presentations 42
5. Conclusion
42
CHAPTER III. USERFEEDBACK 60

APPENDIX A: KOSTA Webcast Feedback Request for Informed Con
sent

. 75
APPENDIX B: Feedback Questionnaire

77
REFERENCES

85

iii

List of Pictures

Picture 1: KOSTA Webcasting Main Page
Picture 2: KOSTA Webcasting Lecturer index
Picture 3: KOSTA Webcasting Lecturer index
Picture 4: KOSTA Webcasting Slide menu
Picture 5: KOSTA Webcasting Video Frame
Picture 6: Cleaner 5 Compression Setting Window
Picture 7: CleanerS Compressing Window
Picture 8: CleanerS Event Stream Feature

Picture 9: CleanerS Event Stream Window

iv

44
45
45
47
47
49
so
52
55

 

 

 

List of Figures

Figure 1: Streaming Media Revenue
Figure 2: KOSTA 2001 Participant Demographic 1
Figure 3: KOSTA 2001 Participant Demographic 3

10
26

27

”S t of Tables

Table 1: Typical Daily Schedule of the KOSTA seminar
Table 2: KOSTA 2001 Participant Demographic 2
Table 3: Typical User 1 Hypothetical Persona Summary
Table 4: Typical User 2 Hypothetical Persona Summary
Table 5: Typical User 3 Hypothetical Persona Summary
Table 6: Primary Persona Summary
Table 7: Safe Data Rate
Table 8: KOSTA Webcasting Compression Setting
Table 9: Comparison Among Media Players

vi

27
32
34
35

47
49
52

CHAPER I. Economic Aspect of the

Webcast
Business Model for Webcas ting ing Industry §

Webcasting, or the broadcasting of video/audio and animati Q
1] throu 1,
g the Intemé t
has been owin ra idl . This fast owth of webcastin was cau ’
8T 8 p y gr g Sed by technical
development in computer platforms, servers, network environment including a fast
connection, non-linear editing and video / audio compressing software and a relatively

\ower price of webcasting equipment. Webcasting is used in wide areas including virtual

education, corporate communication, e-commerce sales, marketing and entertainment.

0 Virtual Education — Universities, corporations and institutions provide
lecture audio/video real time or on demand to virtual students through the
Internet. Lectures are recorded with digital camera and edited with
nonlinear editing tool such as Avid, MedialOO or Final Cut Pro then
compressed for web delivery. Students in virtual class interact with
classmates and instructors effectively via the Internet using multimedia and
audio/video streaming media. They can select which lecture to watch
whenever/whatever they want for their convenience without travel, get or
turn assignments in and even discuss and participate with course
communication tools. Through webcasting, students can learn effectively
by more targeted contents and a self-paced schedule. Due to time, cost

savings and convenience even full-time employees can reach fiirther

 

education privileges. According to Hall, corporate v i “Hal 1
earning w‘
ill

reach seven billion dollars by 2002 (Hall, 2001).
E-commerce sales and marketing — webcasting is usé

as a cost effective

tool for sales and marketing. Streaming video and and -
10 are efliczent to ‘

detailed product information persuade customers and make the purchase
action.

Entertainment — movie trailer, drama, documentary, comedy, music video
and animation webcasting and so on.

Corporate communication — more and more companies use webcasting as
tools for corporate and external communications, new technology
education, employee informing, trade shows, marketing and consumer /
employee training. Enterprises use webcasting as a tool to communicate
between employees at remote locations to enhance sales and marketing.
Using an internal network, an enterprise can share information with their
employees about products, markets and new technologies without delay.
Webcasting communication tools are more powerful than traditional

communication channels, which would deliver only voice, text or images.

 

1. Webcasting Industry - Why Do Entertainment Webcasting Sites Face the

Lack of Funding and Revenues?

According to research done by Arbitron, the percentage of Americans who have
experience with audio webcasting grew from six percent in 1998 to 23 percent in 2001.
More than 52 percent of the Internet users (78 million Americans) have used either
lntemet audio or video; and six percent (13.4 million) experience streaming media each
week (Arbitron / Edison media research, 2001). The HTRC Group predicted that the
market would grow from $266 million in 2000 to $1.5 billion by 2002 (Robert-Witt,
2000). An analyst from the Internet Research Group predicted that revenues from
webcasting would grow to $2.5 billion by 2004. The expected growth may need to be
adjusted to reflect a decrease afier the so-called melt down of the dotcom era.
Nonetheless, longer-term time predictions expect to see growth. During the unofficial
five-year history of the industry, webcasting companies have struggled to find the answer
for the one critical question: What is the business model that generates revenues? Similar
to the e-commerce companies, many webcasting companies have failed to find
appropriate revenue models afier investing substantial amounts of money. The most
frequently asked question about e-commerce has been, what is a “sustainable business
model”? CommerceNet indicated that one of the top ten barriers of entry to e-commerce
is the lack of a proven business model (CommerceNet, 2001).

Investors could not find the webcasting industry’s business model and serious

financial problems started to appear. The stock price of Akamai Technologies, one of the

3

best recognized webcasting content delivery companies, rose from the IPO price of $20 in
October, 2000 to as high as $345 before dropping to $110 in July, 2001 (Barman, 2000).
Why are webcasting business models so elusive? Many entertainment webcasting
companies started with revenue advertising and/or subscription, but they failed to gain
either one.
Michael Rappa categorized e-commerce business models as follows.

1) Brokerage

2) Advertising

3) Infomediary

4) Merchant

5) Manufacturer

6) Affiliate

7) Community

8) Subscription

9) Utility (Rappa, 2000)

Some of these models, such as advertising, subscription and community models, can be

applied as webcasting revenue models.

2. Why Did the Subscription Model Fail?

Among these models, Michael Rappa’s advertising and subscription models are
the most often utilized revenue models for webcasting companies. The subscription
model for e-commerce is based on the user’s willingness to pay to access content that he
or she considers essential. For example, the Wall Street Journal site has been successful
because it has gathered users who need high value-added economic content (Rappa, 2000).
The subscription model gained another success in the webcasting sites that provide erotic

content. But this model did not succeed in the entertainment webcasting industry. That

is, web users were not willing to pay for entertainment purposes. For this reason, many
webcasting companies provided free content or combined free with premium content to
drive volume and ad revenues. While this method helps generate traffic, most users who
were used to free webcasting services still were not willing to pay.

The other reason that the subscription model failed was the nature of media.
People usually use entertainment media during their free time, and they don’t seem to

spend that time in their computer room. They simply watch TV.

3. Why Did the Advertising Model Fail?

The advertising model is based on the revenue model of traditional broadcasting
media, such as radio and TV. That is, the content is provided free of charge, but
advertising is integrated with it (Rappa, 2000). Many webcasters used advertising,
particularly banner ads, as a major or sole source of revenues.

Webcasting companies that chose advertising as a main revenue source had
financial difficulties because their bandwidth costs quickly exceeded their advertising
revenues. A good example was the case of Broadcast America. Many stations of this
company were very popular on the Internet. But, it went bankrupt in mid-December of
2000 because it failed to pay its streaming providers. (Billboard, 2000).

The cost structure of webcasting includes a high fixed cost level. The main cost
for webcasting is:

1. Streaming cost — many webcasting companies use a host service for

content delivery and this cost is paid for the service. The cost

5

includes network cost such as bandwidth and other network
infrastructure.

Software — non-linear editing software such as Avid, Media 100
and Final Cut Pro, compressing software, encoding software, media
players, operating systems and server software such as Microsoft
Windows Media Services and RealNetworks RealSystem iQ
Hardware — video production equipments such as camera, lighting,
microphones, desktop computers, servers, editing and encording
equipment (Approach, 2001).

Content production -A majority of the content production costs
are labor costs due to a number of professionally-skilled, high paid
video production staff, such as cameraperson, audio person, editor,
lighting person, scriptwriter, floor director, producer and director.
Encoding and compression —Except for the software and hard ware

cost, a majority of the costs are labor costs.

Among these, main costs, software and hardware are only a one-time cost and the

only cost required after purchase is for maintenance and software updates. The costs that

consistently effect cost structure is streaming, content production, encoding and

compression cost. Depending on volume, the live streaming costs anywhere from $0.20

to $420.00 per stream-hour. Production costs generally are not as high as that of TV

production, however, depending on the quality and level of professionalism, they may be

6

in the same ballpark. The cost to encode content for streaming ranges from less than a
dollar per minute to hundreds of dollars depends on quality. Furthermore, consulting
prices vary from $90 to more than $400 an hour. In addition, the publisher typically pays
a nickel per megabyte to stream it. (Buss, Dale, 2000). High quality video/audio service is
essential for commercial webcasting for gaining mass audience. Even though the cost range
is wide, for the high quality service these costs are usually located higher point in the
price rage that make the huge fixed cost.

Overall, based on recent research, the cost of streaming is $47 per thousand
listeners, while advertising revenues only generate $20 per thousand. This causes a
serious loss (BPI Communications, 2001). Unless webcasting companies can gain
advertising revenue exceeding the cost, the company will not be able to survive.

The most important thing about the advertising model is that it only works when
the number of users is large or highly specialized. Advertising itself cannot provide
sufficient revenues to cover such high costs because such webcasting sites fail to attract
mass traffic of users who use the site regularly. “Low traffic means low ad rates. Even
the most popular online radio stations have fewer audiences than the lSth-ranked radio

station in New York” (Hertzberg, Robert, 2000).

4. Technical Limits for Webcasting
The failure of the Advertising model was due, in part, because of technical
limitations that suppressed the creation of mass traffic by users. The file size of

entertainment webcasting content, such as video and audio files, is large, and the data rate

7

is typically high. Therefore, the bandwidth requirements result in low traffic. According
to research done by Arbitron, many Internet users do not use streaming media because of
technical difficulties and poor performances caused by such net congestion (Arbitron /
Edison media research, 2001). At the time many entertainment webcasting companies
started their business, cable and telecom providers promised that they would make the
Internet blazing-fast with dedicated pipes into homes for video and audio streaming. But
today’s reality does not live up to their promise. The shared-access base of the cable
modem service cause speeds to degrade when more users sign up at the same time. When
webcasting data is sent from a webcasting provider to the end user data is broken into
many pieces. Each piece is travels a different router. Because of the nature of data flow,
even if the provider adds additional servers to reduce the amount of sharing neighborhood,
it is not possible to get rid of overloaded or congested interchanges on the lntemet routers
at large.

Today, nearly a third of lntemet users have fast connections, however a sizable
repeat audience has not yet been built for the entertainment webcasting companies. Part
of the reason may be that many of these fast connections are found in the work place and
not at home (Arbitron / Edison media research, 2001). Because people do not seem to
have time to watch entertainment webcasting during their work hours, the majorities who
have broadband at work do not contribute to the audience for the entertainment
webcasting companies. Increasing high-speed connections in the work place is one of the
reasons that webcasting can achieve a success as a corporative communication channel,

not as an entertainment one.

An experiment by Varian shows that the typical lntemet user does not have high
demands for bandwidth, because they perceive the value of waiting time low. Varian
conducted an experiment to measure how much people are willing to pay for various
kinds of lntemet bandwidth service using parameters to estimate the value of time. When
the user perceives the value of waiting time caused by using low speed connection is
higher than fast connection cost, he/she will pay for a fast connection (V arian, HR.
2000). As a result, most users are not willing to pay for faster connections, such as cable
modem. The mass traffic of users that is essential for gaining a sufficient profit level by
advertising cannot be achieved without increasing the number of broadband users.

The recent dot-com failures accelerated already declining webcasting advertising
needs. Close to 70% of NBCi advertising revenues came from dotcom companies. But as
the dotcoms began to fail, NBCi tried to get more-traditional advertisers to replace them,
but the effort was not very successful and its revenue model collapsed. NBCi lost $245
million during the fourth quarter 2000 alone (McClellan, Steve, 2001). The failure of
entertainment webcasting sites shows clearly that webcasting companies need viable
business plans with diverse revenue channels beyond advertising alone. The problem
facing the webcasting entertainment industry is that it is hard to find healthy revenue

channels.

5- Webcasting as Corporate Communication Channel
These days, a majority of webcasting revenues are derived from corporate and

ins ti tutional users. The world's leading companies, such as Boeing Co., Mercedes-Benz ,

9

 

and Hewlett-Packard Co., are using webcasting for corporate and external
communications, employee education and informing, public relations, trade shows, sales
and marketing and product launches. According to Gartner Inc., a business research firm,
80% of the world’s largest corporations will use webcasting for corporate
communications and training by 2006. The percentage of large companies (those with
500 or more employees) that use streaming media grew from 10 % in August 1999 to
25% in April 2001. Gartner Group also predicted that 90% of global 2000 companies
will soon regularly use streaming media for events (Ott, Karanyll, 2001). The world’s
top 100 companies are expected to spend $72 million in 2001 on webcasting for product
launches and $567 million in 2005. Corporate spending for employee training is expected
to rise from $30 million in 2001 to $519 million in 2005 (Wall Street Journal, August 20,

2001).

Worldwide Business Streaming Media Revenues
se

 

$ in billions

 

 

 

     

 

 

     

2001 2002 2003 2004 2005
Source: Gamers In-Stat Group

Figure 1: Streaming Media Revenue

Webcasting is considered a very effective means for communicating corporate
strategies. There are various available, relatively inexpensive webcasting technologies, so
the investment in the technologies can be realized quickly through savings in travel costs
and time. According to Gartner, it would cost $650,000 for a large company to establish
a live webcasting system to 50 locations, while it would cost about $370,000 to hold a
single training conference for 500 employees (Strozniak, 2001).

A case study of Hewlett Packard's worldwide marketing group by Aberdeen
Group Inc may be a good example of the use of webcasting in corporate communications.
HP began using webcasting two years ago to launch new products. HP used both
traditional, expensive road shows and live broadcasts via satellite and videoconferencing.
In the first year of using webcasting, besides other benefits, such as being able to reach
twice as many reporters and analysts, HP saved $1.2 million. Because high-tech
products have short life cycles, the market launch time of a product is critical.
Webcasting helped to reduce the launch time of the product (Strozniak, 2001).

Webcasting is less costly than in—person seminars and trade shows. According to
IT World, a typical webcasting event costs from $40,000 to $100,000 for 500 to 1,000
people, or $93 per lead with a $70,000 mid-range cost for 750 people. A face-to-face
event costs typically from $150 to $250 a person. In addition, because webcasting is

available on-demand, it can save money for those who do not show up for a face-to-face
event (Ott, 2001).
Webcasting is far more convenient than traditional events. Webcasting a

conference provides real-time delivery of information at any moment, eliminating the

11

barriers raised by time zones and geographical distance. It is easier and more convenient
to arrange an on-demand webcasting seminar for busy CEO’s than to have them
coordinate schedules and all meet at the same time. Any company and institution can
reach and deliver training, seminars and regular communications to offices and members in
different time zones instantly. In addition to convenience, the other benefit of webcasting
is efficiency. Traditional face-to-face events require significant preparation such as
arranging travel and coordinating place and materials. (Ott, Karanyll, 2001)

According to Andy Nielsen, a senior analyst in Wain House Research, alter the
Persian Gulf War ended in 1991, the level of business travel declined, as the use of
videoconferencing increased. Nielsen predicts the Sept 11 terrorist attacks will accelerate
the use of webcasting to replace travel. This is extremely likely because of not only was
was the conflict closer to home but technology is dramatically better now(Michael

Bartellet, 2001).

6. Webcasting as Sales Promotion
Webcasting has great potential and is increasingly used for marketing purposes.
Victoria’s Secret, one of the leading underwear manufacturing companies, had a live online
webcasting event of its fashion show in May 2000. The webcast reached over two
million people in 140 countries. Besides this amazing number of viewers, the webcast
was a remarkable marketing and business success, because online sales increased
significantly during the webcast and for the following few days, as the viewers could

access the online sales. The viewers were able to purchase the merchandise during the

12

fashion show when a model wearing the particular merchandise came down the runway,
without missing any minute of the show. This was a remarkable success in which new
webcasting technology not only helped increase sales indirectly, but also directly enticed
the viewers to purchase. According to the company, as a result of this promotion effect,
sales on VictoriaSecret.com for the following few days reached the level of the holiday
shopping season. In fact, excluding the holiday shopping season sales, sales during those
post-webcasting days were the highest (Johnson, 2000).

Apparel has traditionally been viewed as a difficult item to sell online, because
shoppers tend to desire feeling the exact fabric texture and seeing how it fits on their
body. New webcasting technology reduces this problem. Even though the computer
screen is two dimensional, the viewers can experience three-dimensional shapes of
apparels by models walking on the runway. According to a survey done by Jupiter, 56
percent of surveyed said that they would use online models to try on clothes; and 51
percent of online shoppers would use zoom-in options to see products better. More and
more apparel websites have achieved successful business results by using these tools.
Nine West, one of the leading apparel companies for female, reduced the number of
product returns by half through adding the zoom option on its webcasting (Johnson,
2000). Many apparel companies use webcasting as a tool of marketing, such as

Armaniexchange.com and Gap.com who provide webcasting advertising similar to
Victoriasecretcom. Customers can purchase or view the detailed information about

clothes while watching advertising by just clicking the clothes they want to buy on the

Video_

13

Why can webcasting marketing be effective? According to research by Arbitron,
“streamies”, or users who watch video or audio webcasting material, are significantly
different from other lntemet users who don't use webcasting. Because Streamies are
heavy Internet users and intense lntemet shoppers, Streamies can be the best target
consumers for online shopping. Streamies spend twice as much time online as non-
streamies and also are twice as likely as non-streamies to engage in e-commerce and shop
online. (Arbitron / Edison media research, 2001).

The increase of online shopping will make more inroads for webcasting sales and
marketing. Forrester Research estimated that American consumers will spend $184
billion in online shopping by 2004 or 7 percent of all retail sales and average household
spending is expected to reach $3,738 (Johnson, 2000).

Travelocity also gained great marketing success using webcasting. Travelocity , a
major lntemet travel agency, provides its visitors with 360-degree QTVR pictures and
various short video clips containing travel information. The webcasted material reduces
the risk of customers choosing the wrong packages or destinations with by providing
ideas about their visiting places and travel packages through virtual experiences.
Webcasting makes customers purchase travel packages with more confidence and ease,

which results in more sales.

7. Webcasting as Community Model
The Community Model which is one of Rappa’s business models, is a model built

around users with a common interest. In this model, users come together to communicate

l4

their ideas and to contribute their resources, such as money and time, to realize common
goals. People who have special interest in or highly value their hobby, religion or belief
devote themselves (Rappa, 2000).

Rappa’s community model often succeeds because it is based on user loyalty, not
on a high level of traffic volume. Loyalty makes users highly invest both time and
emotion in the web sites. In some cases, users regularly contribute content and/or money.
Among various community models, Voluntary Contributor Model is ideal for non-profit
institutions. This revenue model gained great success in the traditional public
broadcasting industry. Non-profit radio and television broadcasting get funding from
charitable sponsors that support the organization's mission ( Rappa, 2000).

An example of the Rappa’s Voluntary Contributor Model is webcasting of
churches in Korea. Many churches deliver various Christianity video and audio contents
through the web as church members contribute their resources in different forms to cover
costs of the webcasting. For example, the webcasting from Church of Love in Korea is
being realized by monetary offerings or labor from church members or volunteer.

Because labor costs are the largest cost component in webcasting, the church webcasting
save cost greatly due to the volunteer nature of its labor. I addressed previously that
webcasting companies that seek their revenue source from advertising or subscription fee
have serious financial problem. Unlike these, webcasting of churches don’t have financial
d 1' fiiculty because church members’ persistent contributions (revenues in a business

sense) are attributable for the stability in this webcasting model.

15

8.Conclusion

The lntemet is a new medium that requires an innovative business strategy, which
is totally different from that of traditional media. But many webcasting companies
followed the same strategy of on-air and cable TV. They started with entertainment
content, advertising, and subscription-based revenues. They did not consider the
differences between the lntemet and traditional media.

Rappa’s subscription model failed because (i) a significant portion of web users
were not willing to pay for entertainment; and (ii) except younger generations, users in
general did not consider the Internet as an entertainment medium. The advertising model
failed because (i) the bandwidth costs quickly exceeded the advertising revenues due to
the lack of critical mass in the traffic of regular users; and (ii) the webcasting advertising
revenues dried up as many dotcom businesses, which had been the single, largest revenue
source, collapsed.

However, there are three business models for webcasting that have proven
successful, including webcasting as a form of corporate communication, webcasting for
sales promotion, and webcasting within targeted community groups.

The world's leading companies are using webcasting for corporate and external
communications and training. The increase of broadband in the work place is accelerating

the usage of webcasting as a corporate communication tool. Webcasting is considered a
very effective means to communicate corporate strategies. Many available webcasting
tec hnologies are relatively inexpensive, and better efficiency and cost savings can recoup

th 6 investment in the technology.

16

Webcasting has great potential, and is used increasingly for marketing purposes.
More and more apparel companies use webcasting, which has been shown to increase
online sales significantly. Furthermore, webcasting helps users obtain more product
information that reduces the number of product returns significantly. Webcasting makes
customers purchase with more confidence, which turns into more sales.

These business models that I addressed above seems to be consistently
incorporated by the webcasting businesses that do not gain mass traffic, mainly more
targeted communities. This community model is based on user loyalty, not on high
traffic volume. Loyalty encourages users to invest their time and emotion in the site. In
some cases, users regularly contribute content and/or money. Among various community
models, the voluntary contributor model is ideal for the non-profit organizations, such as
religious institutions that generally have a strong loyalty from their believers (Rappa,

2000)

17

CHAPTER II. KOSTA Webcasting Site Production

1. Purpose

Among the three suggested possible business models, this thesis project
introduces the KOSTA webcasting site production as an example of Rappa’s Voluntary
Contributor Community Model. KOSTA (KOrean STudents in Abroad,
www.KOSTA.ws) was founded in 1986 in Washington, DC. by 200 Korean Christian
graduate students. The most important activity of KOSTA is to hold a weeklong summer
seminar in each of the countries where it is active. Each year, more than 2,000 graduate
students have joined the seminar held in the United States alone, and, in the year 2000,
more than 6,000 students joined the seminars in 10 countries including France, Italy,
Russia, Canada, Australia, Japan, South America and Taiwan.

The KOSTA webcasting site is a good example of Michael Rappa’s Voluntary
Contributor Model. KOSTA is a non-profit organization, run by mostly Christian
volunteers. The site is based on user loyalty, not on high traffic volume. Members devote
their time, content and money to the site. Like other non-profit organizations, the site
seeks funding and church sponsors that support the organization's mission. The site’s
content is based on the stories of leading Korean Christians and the experiences of other
site users. The ceaseless loyalty, contributions and content from the users are the success
factors of the KOSTA site. In this thesis, I introduce the KOSTA webcasting production

as an example of Rappa’s Voluntary Contributor Community.

18

KOSTA VS. Onnuri lntemet TV

To solidify KOSTA as an example of Rappa’s Voluntary Contributor
Community, I compared KOSTA with a real world webcasting company, called Onnuri
lntemet TV, in Korea. Onnuri Internet TV is one of the largest, private Internet
broadcasting companies in Korea. Although Onnuri lntemet TV has obtained a volume of
users, it has failed to generate economic profits through its webcasting business.
Therefore, the company has also executed the strategy of generating cash from diversified,
non-webcasting businesses (which is based on a non-voluntary basis), such as wedding
planning and video production, by leveraging its market presence through its brand
awareness and reputation. However, the non-webcasting business has not generated
enough cash flow to cover its own expenses. The company’s annual expenses for its
webcasting business only are approximately $1.2 million, of which $1.1 million (90% of
the annual expense) is in the contents production, including labor, equipment and
office/studio rent expenses. The balance, $100,000, is in web delivery costs, including
server operations and high-speed connections. A majority of the content production
costs are labor costs. Production of video content requires a pricey labor cost due to a
number of professionally-skilled, high paid video production staff, such as cameraperson,
audio person, editor, lighting person, scriptwriter, floor director, producer and director.
In addition, the cost to hire freelancers for entertainers and program hosts/hostesses are

even higher.

19

KOSTA has a different situation. KOSTA is planning to start its webcasting
service by the winter of 2002. It has already formed a web production team and has
completed the production of contents to deliver over the webcasting service. All of the
team members are volunteers. KOSTA has a significantly different cost structure than
Onnuri lntemet TV, because it has virtually no labor costs due to the volunteering nature
of its laborers. KOSTA has been able to hire some of the most famous and popular
lecturers, who are also volunteers. The lecturers even pay for their own flights and
housing for the KOSTA annual summer seminars. Such a volunteer basis is not expected
to compromise any quality of the contents because volunteers are strongly devoted to the
religious mission.

Video production requires very expensive equipment, such as camera, lighting,
audio system and editor. Unlike Onnuri lntemet TV with major costs that are incurred in
production equipment and office/studio rent expenses, KOSTA utilizes its web team
members who contribute their own equipment without any monetary charges to KOSTA.

Only expenditures for KOSTA will be web delivery costs, including a media
server and monthly fees for a content delivery company service. These web delivery
costs are typically only about 10% of the entire webcasting expenditure. As a result,
compared with other webcasting companies that do not have volunteer base, KOSTA
spends only 10% of expense. These costs will be fully covered by donations fi'om
KOSTA members.

The KOSTA contents is not only economical viable to produce, but also

technically ideal for webcasting. Because of the size of compressed video contents, a key

20

to a successful webcasting production is to reduce data rate through compression. Video
with minimal motion and a static background, the so-called “talking head”, is ideal to
compress and reduce bandwidth demands. The KOSTA contents consist mostly of

talking heads and is, therefore, ideal for webcasting.

KOSTA 2001 Seminar

The KOSTA 2001 seminar was held at Wheaton College in Chicago from July 2nd
to July 7‘“. I attended the seminar and I realized that the KOSTA seminar was ideal for
webcasting based on several reasons. The KOSTA USA seminar is held in Chicago only
once in a year. Because of time and place limitations, many people who desire to attend
the seminar fail to take part in it. Through webcasting, users can reach KOSTA lectures
whenever they want without the cost and trouble related with travel. They can even
tailor the lecture for interactive self-paced learning.

Webcasting can be an efficient tool both for the people who miss the seminar and
the participants who want to view the lectures that they missed or view lectures again,.
KOSTA seminar is popular because of the various lectures and activities by the most
famous lecturers in Korea. Lecture topics are diverse such as marriage, keeping good
relationships with coworkers, love, anger, grief management, forgiveness, self-esteem, evil
spirits, the Bible, leadership, praise, prayer, quiet time, child education, Evangelism,
death, and so on. Every day there were about 20 elective lectures and about 10 activities.

Because the seminar schedule was very tight, it was hard to join all of the daily activities.

The daily schedule began at 6 AM, and it ended at 10 PM. Even after 10 PM, there were
21

unofficial small group meetings. Most of the participants finished their daily activities
around midnight or later. All the daytime seminars and activities were scheduled back-to-
back, thus, there was not much free time. Even though participants were not supposed to
join all of the daily activities, most of the participants were very devoted and wanted to
join as many as possible. However, they could not, because many sessions ran at
concurrent times. All of the lecture speakers were very prominent, and the participants

felt they missed a lot.

 

 

 

 

 

 

 

 

 

 

 

 

 

Time Daily Prtgram
6:30 Early Morning PrayingTime &Morning Sermon
7:30 Breakfast
8:30 Small Group Quiet time
9:45 KOSTAN Festival and Bible Lecture
12:00 Lunch / Book fare
13:30 Special Topic seminars 1
15:30 Special Topic seminars 2
17:00 Dinner
18:40 Night Sermon
Praise and Prayer Time
20:00 Small Group Meeting
21 :00 Sleeping hour

 

 

 

Table 1: Typical Daily Schedule of the KOSTA seminar
Many participants wanted to listen to what they missed; therefore the KOSTA
webcast could be an ideal source for them. Furthermore, the KOSTA webcast could
provide a chance to view the lectures again. To meet these demands, KOSTA sold
recorded audiocassette tapes of the lectures. But, the audiocassette tapes have certain
limitations without video. With only audio, it is more difficult to convey mood and
sentiment. It is essential to see the lecturers’ nonverbal expressions to understand the

Whole context of actual meanings. Furthermore, ordering and delivering of the tapes via

22

mail for those who do not participate in the seminar may take several weeks. The
KOSTA webcast can provide users with benefits in the lectures, which is conveyed
through the video, audio, and lecture slides whenever and wherever they would like to see
them.

Webcasting is an efficient, alternative form for education. People can save travel
budget and time by watching and participating in webcasting, instead of physically
attending events. The webcasting users may stop, review and skip portions of the
material whenever they want. Webcasting users can have interactive communications by
asking questions and by making comments online. Because of these benefits, using

webcasting is ideal for KOSTA, whose aim is to educate Korean Christian as leaders.

2. Users

One of the most important factors that a multimedia designer needs to consider is
the target users. How accurately researched the target users are is a key to success for the
designer. I conducted demographic and persona analysis for the user research for this
thesis.

Through the user research, I found important factors that might affect my thesis

project design through the following questions:

> What personal goals or needs would the users realize through the webcast?
> Why would they use KOSTA webcasting?

> What would they benefit from watching the webcasting?

23

What would be their motivation to use webcasting?

How would they access the webcast?

What would be their previous webcasting experiences?

Where would they watch the webcasting most?

Where would they watch the webcasting second most?

What would be the physical environment when they watch the webcasting?
What would be the noise level in their surrounding?

Do the environments influence the users?

Is watching the webcasting a primary or secondary job? If it is a secondary job,
what do they do primarily during the webcasting?

What do they like the most about the KOSTA summer seminars?
Do they watch alone?

Whom do they watch with?

How much time do they spend?

Do they have much time to watch?

When do they watch?

Is it easy to access a fast connection?

What is their computer skill?

What is their connection speed? (56K modem or fast connection)
What kind of computer do they use as a primary one?

What kind of computer do they use as a secondary one?

What is the screen size of the primary computer?

24

What is the screen size of the secondary computer?
Is it easy to access the computer?

What kind of platform do they have?

What kind of media player do they have?

Are they willing to download new plug-ins?
Are they willing to learn new devices?

Do they take a risk when they use devices?
What is their troubleshooting method?

How much do they have knowledge about the lecture t0pic?
What are their occupations?

What is their major?

What is their educational level?

What is their religion?

What is their age?

What are their generation characteristics?

What is their value such as time, money. . .?
What kind of language do they speak?

Are they bilingual?

Where do they live?

How long will it take to KOSTA seminar place?
Do they want to join the KOSTA seminar?

Do they have KOSTA seminar experience?

25

> Why do they join the seminar?
> What are obstacles to join it?

> What interests do they have in KOSTA?

General Understanding by Demographical Research

KOSTA users were Christians or people who were interested in Christianity.
They contribute highly their time, content and emotion to the site. Most of them are
single Korean graduate students who study outside of Korea (“study abroad”). According
to KOSTA, 66% of participants who joined the KOSTA 2001 USA seminar were

graduate students or spouses of graduate students.

 

KOSTA 2001 Participants (1353 total)

Kids' KOSTA Visitors
Teachers « 1%
30/0 \1
Speakers/spouses ’%

   
 
 

6%

Children

Regrs‘ rerea—

Staffs/spouses

3 V"/0

   

Registered Adults (926)

V iMarried Female
_ 4°

/o

Registered Adults (926)

 
   
 

General/Spouse

Undergraduate]

170/0
Married Male

< Academic status> <Gender/Marilal statu5> Magi-lg] 21 DD 1|

Source: KOSTA 2001 Demographics

 

 

26

Figure 23 KOSTA 2001 Participant Demographic 1

2001 Overall Statistics

 

 

 

 

 

 

 

Accomanying Aocomanying

Adults Family(Adults) Fami|y(Children)
egistered Participants Students/Spouses 893 0 209
926 Adults) Praise Team 15 1 1
' Firayér Tea'ifiw ‘ ”- 72' ‘ ' 5’ " ""7 T H ”’3
peakers Full Time Staffs 28 7 10
165 Adults) Speakers 59 25 17
lKids' KOSTA Teachers 46 0 O
s tors KOSTTSEWUSA) 3 1 2
20 Adults) Global Booth 12 O 0
7 Tape Ministry 4 0 ‘0
‘ “ " 1072 39 " "“ 242

 

 

 

 

 

 

 

Source: KOSTA 2001 Demographics
Table 2: KOSTA 2001 Participant Demographic 2
Among the KOSTA June 2001 participants, only 38% were married. Academic
majors of the participants varied: 15% in natural science, 11% in music, 9% in

technology and science and 6% in social science.

 

 

Business

Architectu re

Not Known
1 7%

 

 

Theology 3% Arts
9% 4%
Communication
Social Sci
6% Education“,
Others{\
1 1 % {\\ & Engin:rlne

 

Humanities
5%
Music
1 1 %
Nat. Science
1 5%

 

 

 

 

Source: KOST A 2001 Demographics

Figure 3: KOSTA 2001 Participant Demographic 3

27

 

Through accessing WebcaSting, more members who cannot go to the $611) in” due
to the time constraint will be able to participate in the seminar activities virtual 1y,
Furthermore, due to housing space limitations at the summer seminar, there is currently a
limit on the number of participants who can attend the summer seminar. Webcasting wi l 1
eliminate this barrier, allowing an unlimited number of participants throughout the world ..

Webcasting medium is well suited for KOSTA members, as well. They have high
education levels. They are also heavy computer users. They generally have computer
access at home, the library, and their school office or laboratory. This avoids many of the
barriers that the general population has with webcasting.

According to KOSTA 2001 demographics, 69% of participants are adults and
almost 100% of the adults are graduate students or their spouses. Percentage of married
couples, single females, and single males are similar and each portion of the total is 30%,
38% and 24%. Therefore I choose each one of these categories as Hypothetical Brief
Personas such as 1) Married Male Christian Korean Graduate Student, 2) Single Female
Ph. D Student and 3) Korean Housewife of graduate student who studies abroad.

The characteristics of the target audience chosen based on the demographics is as

followed:
0 Christian
0 Korean
- Age in the 30’s
- Graduate students who study abroad or their spouses
.

Have basic knowledge about computers

Busy

28

 

o Bilingual Koreanl English
0 Korean native speaker
0 Highly devoted
0 Have a computer
0 Easy to access broadband
0 Highly educated
0 Living all over United States

0 Have various majors

Persona

As a TV program producer, I experienced great success in the TV program production
when I had a precise vision of the target audience. Defining detailed characteristics,
needs, environments and goals of target users is a key to success for multimedia
design. This information can be a clear guideline for design details and help to make
quick and efficient design decisions. Persona analysis, named by Alan Cooper, is
made up of a hypothetical user- persona -that represents a real user the best and
designed for only the persona. According to Cooper, even though persona is not a real

person, the specific and much detailed characteristics of persona needs to be defined

 

precisely through the investigation. I started with making up three possible typical
types of users with approximate characteristics of target users and developed them to
a primary, secondary and third persona (Cooper, 1999). I created a summary of
hypothetical persona and questions / answers about important factors that might

affect my thesis project design.

29

 

1) Typical User 1 Profile- Married Male Christian Korean Graduate Student:

0 A 30 — year- old graduate student who studies in Minneapolis

Is married for five years

0 Finished his undergraduate degree at one of the top ten universities in
Korea and came to the United States three years ago

0 Bilingual English [Korean

0 Good computer skills

0 Much experience in streaming media

0 Heavy Internet user

0 Connection speed - broadband

0 Computer game lover

0 Spends one or two hours for gaming through the lntemet on the weekend

0 Participated in a KOSTA seminar three years ago

0 Frequent user of the KOSTA site

0 Contributes his time and resources for the site contents

0 Very busy everyday, finishing his course work, working as a TA and

preparing his thesis

0 Prefers to watch the webcasting instead of joining the seminar in person

After creating main characteristics of typical user 1, I added up important
factors that might affect my thesis project design through the questions and answers

has ed on investigation about KOSTA members as I mentioned previously.

30

 

A

K

 

 

 

 

 

 

 

 

 

 

Occupation Graduate Student _
Age_ 30 ‘
Married/ single M
Sex M
Computer type PC
Motivation for learning the computer High
Computer skill Intermediate
Troubleshooting expertise Expert

 

Connection speed (56K modem or fast
connection)

Fast speed —cable modem

 

 

 

Formal experience of webcasting Not much
Primary watching place Home
Environments Quiet

 

Number of persons watch with?

One. With his wife

 

Is watching a webcasting is the primary
or secondary action?

Primary action.

 

If it is secondary what do you do during
watching the webcasting?

 

 

Sometimes he does other things, such as

checking e-mail or searching something on
the web while watching webcasting.

 

About KOSTA Seminars

 

Have you ever attended?

Once. Two years ago.

 

What do you like the most about summer
seminar?

Listening to various Korean famous
lectures. It is very difficult to listen these
lectures in the United States.

 

What is your interest in KOSTA?

In-depth Bible study. KOSTA is the
only place to get various Bible lectures of
Korean famous speakers.

 

Why would you want to see the webcast?

 

He is very busy because of schoolwork.
It’s not easy to have vacation and join a
one-week seminar of KOSTA.

 

How do you access the webcast?

He watches the webcasting on weekends
with a fast connection at home.

 

What personal goals or needs might the
webcast meet for you?

 

Religious purpose. He would like to have
a stronger religious belief through
KOSTA experiences. He is a teacher of
church youth group. He would like to
learn more about the Bible and to teach
youth students. He joined a KOSTA
seminar, but he could not join all of the

 

31

 

 

 

 

 

 

 

M—
lectures. He wants to WatCh the
A webcasting whenever he bfi ti me
_ \.

Table 3: Typical User 1 Hypothetical Persona Summary

 

 

2) Typical User 2 Profile - Single Female Ph. D Student:

0 A 29 year old single Ph. D Korean student

0 Came to the United States six years ago

0 Finished her masters degree in New York and then moved to Florida thre 6
years ago to join a Ph.D. program

- Frequent computer user -Microsoft Word and lntemet Explorer

0 Primary computer user at her office or library

0 Troubleshooting expertise- beginner level. Needs someone who can solve
her computer problems

0 Usually communicates with her friends in Korea via email or chatting
online

0 Easily frustrated by software problems

0 Music and movie lover; Potential streaming media user

0 Spends most of her free time at church activities and programs

0 A choir member and a youth group Bible teacher

0 Work as a TA and RA for living and earning tuition. Even though she has
a monthly $1,000 stipend from her college, she cannot afford a broadband
connection at home.

0 Prefers audio webcasting to video webcasting due to its smaller file size

and faster download timing.

32

 

 

 

 

 

 

 

 

 

 

 

Vacupation Ph. D student _
Age_ 29 ‘
Married! single Single
Sex F
Computer type PC
Motivation for learning the computer Low
Computer skill Beginner
Connection speed (56K modem or fast 56K

connection)

 

Formal experience of webcasting

Not much. Only movie trailers.

 

Primary watching place

Office that has a cable modem

 

Environments

Quiet but easily interrupted by student
visits. She needs to use headset when her
officemate is with her.

 

Number of persons watch with?

0.

 

ls watching a webcasting is the primary or
secondary action?

Secondary action.

 

If it is secondary what do you do during
watching the webcasting?

 

 

When she is doing something that
requires less concentration, for example,
eating lunch, she watches it.

 

 

About KOSTA Seminars

 

Have you ever attended?

Twice

 

What do you like the most about summer
seminars?

It is so great to learn broad knowledge
about Christianity for her. She has been a
member of a Baptist church for 20 years,
and she has not had much chance to meet
other Christians other than Baptists.

 

 

What is your interest in KOSTA?

She wants to have in-depth knowledge
about the Bible and learn the way to have
a strong belief. She wants to share her
experience with other students.

 

Why would you want to see the webcast?

‘

The Seminar venue is too far from where
she lives. She needs to drive more than 8
hours to get there.

 

How might you possibly access the
Webcast?

L

 

 

She does not have any a fast connection
at her place. She prefers watching it at
her office which has LAN.

 

 

33

 

 

 

 

M
What personal goals or needs might the Save time and money.
webcast meet for you? i

Table 4: Typical User 2 Hypothetical Persona Summary

 

 

3) Typical user 3 - Korean House Wife:
0 A housewife who lives with her husband who is a Ph.D. student at
University of Texas at Austin.
0 A college graduate — Music degree
0 Came to the United States three years ago with her husband
0 Attends English as Second Language classes.
0 Native language— Korean
0 Computer trouble shooting expertise - Beginner
0 Trip lover, usually stuck at home because of her busy husband
0 Spends most of her time for church activities.
0 Frequent user of the audio webcasting of Korean Christian broadcasting.
o Prefers to watch webcasting to joining the KOSTA seminars in person.

0 Does not have much webcasting experience.

¥

 

 

 

 

 

 

 

 

Eccupation Housewife whose husband is a graduate
student
LAge 35
Fidarried/ single M
Sex F
gomputer type PC
Motivation for learning the computer Low
Eomputer skill NoLgood. Can only explore the lntemet.

 

 

 

 

34

 

 

Connection speed (56K modem or fast 56K

  

 

 

 

 

 

 

 

 

 

 

 

collgection)
Formal experience of webcasting None
Primary watching place Home
Environments Noisy and disturbed by her baby
Number of persons watch with? Alone
Is watching a webcasting is the primary Secondary action

or secondary action?

If it is secondary what do you do during She needs to baby-sit and do housework.
watching the webcasting? She hardly can concentrate on one task-

 

 

 

 

About KOSTA Seminars

 

Have you ever attended? Never

What is your interest in KOSTA? Various lectures. She heard that it was
very interesting and moving.

Why would you want to see the webcast? She really wants to join the seminars, but
she can’t because of her baby. Her
husband cannot join either due to his time
constraint. She does not want to driVe to
the seminar alone without her husband.

 

 

 

 

 

 

 

How might you possibly access the She is not good at the computer, but her

webcast? husband helps her connect to the
webcasting.

What personal goals or needs might the She is a housewife. She hardly goes out

webcast meet for you? because of her baby. She needs some
things to do at home when she is
babysitting.

 

Table 5: Typical User 3 Hypothetical Persona Summary

Cast of Characters & Primary and Secondary Personas Based on the Descriptions of the
TYpical User 1, 2 and 3.
According to Alan Cooper, by focusing the media design on only one single
Primary persona who is the main target user, a designer can gain far greater success than

by focusing on broad users. A designer is needed to create multimedia to satisfy the

35

 

primary persona in any situation. It is not possible to create a design to fulfill two
different users’ tastes. For example, if one user likes a feature and the other dislikes it, a
designer cannot choose a middle option. Even if a designer finds an option to
compromise tWO users’ tastes and builds a combination feature, nobody would want the
design (Cooper, 1999)- The KOSTA primary persona was based on the typical user
analySiS. I selected the typical user 1 as the primary persona and typical user 2 and3 as
the secondary and third persona and developed them to have more sophisticated and

clear characteristics.

1) Primary persona: Christian Korean Graduate Student, Harry

Harry iS a 30-year—old graduate student who studies in Minneapolis. He got

married five years ago and has lived with his wife who iS a housewife. He finiShed his
undergraduate degree at one of the top ten universities in Korea, and he came to the
United States three years ago. He has good EngliSh communication skills, but is more
comfortable in communicating in Korean, his native language. He has good computer
Skills and has much experience in streaming media. He Spends more than Six hours a day
on his computer on weekdays at his office and home. He has a broadband access at his
home and Office that is very useful for big file downloads, such as video and audio. It is
£118 0 very easy to access broadband connections at his university’s facilities.
He loves computer games. He spends one or two hours for gaming t111'011gh the
IIIternet a day. Because of his computer game experience, he is very 800d in dealing with

Webcasting video and audio interfaces that are very similar to computer game interfaces,

He went to a KOSTA seminar three years ago. He enjoyed the seminar because he could

36

listen to various lectures of Korean Christian leaders. Since then, he has visited the
KOSTA site regularly, four to five times per month, and has read other members’ stories.
He has also posted his own spiritual experiences to share with other members.
He communicates with other KOSTA members who previously visited a KOSTA
S eminar through the KOSTA website. They can chat and post their stories to share. Like
other KOSTA members, he is willing to devote his time and resources for the site
contents. He is very busy everyday with finishing his course work, working as Teaching
Assistant (TA) and preparing his thesis. He would like to join another KOSTA summer
seminar, but it is not easy for him to have a one—week long vacation due to his tight
schedule at work. Thus, he prefers to watch the webcasting instead of attending the
seminar in person.
He does not have enough time to watch any long webcasting that takes more than
30 minutes. He prefers to watch a short part of webcasting Icetures in 10 to 20 minute
chapters. He likes to watch new testament Bible lectures through the Internet to gain in-
depth knowledge about the Bible.

1 designed the KOSTA webcasting site focused on this primary Demona
as

 

 

 

 

 

 

 

 

 

 

 

 

 

 

f0llowed:
Characteristic effects Result Design suggestions\
on pmiect design
Computer type pc Best media for PC ism
’ A Media
Computer skill Intermediate Simple interface deSiW
trouble shooting is needed
Connection speed (56K Fast Speed —£able High video quality option
__m_0dem or fast modem

 

 

 

37

 

I

 

____

 

connection)

 

 

 

Formal experience of Not much Easy to use interface design is
webcasting needed
Primary watching place Home Using alert sounds or feedback

sounds is not a good idea

because they cannot be used at
public computers. 44
EnVironments Quiet User can concentrate on the
webcasting contents. More
complicated contents and other
material to help to understand

 

 

 

 

 

 

 

lecture such as slides or notes
could be combineW
Number of persons With his wife A design for multi users iS
watch with? needed.
If it is secondary what Sometimes he does Audio only option Will be
do you do during other thing such as efficient for this occasion-
Watching the check his email or
webcasting? search for something on
the web while watching

 

 

 

 

the webcasting

“

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

About KO ST A Seminars
What do You like the most He loves to listen to various WebcM
about Sumner seminar? lectures by famous Korean must be v g- Content
speakers. It is difficult to “mus lectu’es
find occasions to listen to
the lectures in the United
States
. He wants to participate in SlidesW
What IS your interest in deep Bible studies. KOSTA recommended Bibi -
KOSTA? is the only place to get links for in-depth 6 Site
various Bible lectures of understanding of the
W famous Korean speakers. Bible is needed.
Why would you want to He is very busy because of A design form
see the webcast? his schoolwork. It’s not have not experienced
easy to have a vacation and the seminars in person
. v Jom a one-week seminar. is needed,

 

 

 

38

 

 

 

 

 

 

 

 

How might you possibly He has a fast connection at A high quality and
access the webcast? home. He watches the bigger file size video
webcastirfln weekends. may be used.
What personal goals or For religious purposes. He More detailed contents
needs might the webcast wants to have Stronger and material to help to
meet for you? religious beliefs through give deep knowledge
KOSTA. He is a teacher of about the Bible, such as
a church youth group. He slides or notes, is
wants to learn about the needed.
Bible and teach it to the
students.
He joined the KOSTA
seminar but he couldn’t
attend all of the lectures. He
wants to watch the
webcasting whenever he has
time. ;/._————-——-"

 

 

 

 

 

Table 6: Primary Persona Summary

2) Secondary persona-Hae-Jin: Female single Ph. D Student
Hae-Jin is a 29- year-old single Ph. D Korean student. She came to the Utlited
States six years ago and finished her master’s degree in New York, then moved to Florida
three years ago to join a Ph.D. program. She can access the Internet and her email through
Internet Explorer and write reports using MS Word and, bUt She does not know much
about computer. Mostly, she uses her computer alone either in her home or Ofi‘i c e. When
She has prOblems with her personal computer, she becomes frustrated. She needs
SQmeone to solve her computer pI'OblemS when they 0°C“ She usually communicates
Vv ith her friends in Korea via email or chatting. She had a horrible experience because she
di (1 not know how to FTP her class assignment files to her class server. She loves

1iStening to music and watching mOVies. She does not like to use streaming media on the

39

lntemet, because she doeS nOt want to, nor has the time to learn how to use Webcasting.
Rather than spending her own time and struggling through the learning process, she loves
to go Shopping and weight train, She spends most of her free time at church activities and
programs. She is a choir member and a youth group Bible teacher. She works as a TA
and an RA for a living and to earn tuition. Even though she has a monthly $1,000
assistantship from her college, she cannot afford a broadband connection at home. She
prefers andio webcasting to video webcasting due to its smaller file size and faster
downloading time.

She became a Christian after she came to the United States, She joined a Bible
study group and choir. Because the KOSTA seminar is very popular to Korean students,
more than 2,000 students apply for the seminar annually. Only 1,300 students can
attends due to a capacity issue. She planned to join the KOSTA seminar last year, bilt
she couldn’t because she needed to attend summer school classes and applied to the
seminar late and no spaces were lefi. She would love to listen to the KOST A leCtures i f
there were alternative ways to access them. She does not visits the K08 TA site very

Oiien, but she is willing to devote her time and resources to the site contents.

3) Third Persona - Sunny 1 Korean House wife

She is a housewife who lives with her husband in Texas. Her husband is a Ph.D.
Snident at University of Texas at Austin. She got married three years ago and has a one-
Year Old daughter, named Hanna. She is a college graduate. She came to the United States

three years ago with her husband and joined an English as Second Language class. Afler
4O

studyng English for three years in a community language center, her English has not
improved much. She prefers communicating in Korean.

She spends most of her time at home, exploring the lntemet and chatting with
others. But she does not have much knowledge about the computer. Even though she has
time and Wants to learn the computer system, she does not have any resources to learn
from. When she has problems with the computer, her husband does troubleshooting for
her. She loves to take trips to other cities, but she does not have much chance to go due
to her husband’s tight schedule at his school. Because she has more free time in the
United States than in Korea, she spends more time on church activities. She goeS to a

. . . . - ' ent
small Korean church nearby and 1t 18 hard for a church of that Size to inVite promm

Christian leaders. Therefore she does not have much opportunity to listen to the lectures
of them at her church. As one solution, she turned to audio Webcasting 0f Korean
Christian broadcasting.

Many church members at her church have joined the KOSTA sem i nay, She would
love to attend the seminar, but her husband is too busy with his schoolwork. She feels
uncomfortable traveling alone and she needs somebody to watch her baby While driving,
30 she cannot go to Chicago where the seminar takes place. She loves to listen to

I((DSTA webcasting. Nonetheless, she does not have a broadband connection at home,

and she is not accustomed to Webcasting interfaces. She has never tried to watch Video

Webcasting that has more complicated interfaces. During the daytime, she becomes bored

When watChing her one-year-old danghter. She wishes to listen to the KOSTA audio

Webcasting,

41

 

3. Communication Objective
This thesis project aimed to extend the KOST A site to add a webcasting
component (i) to provide an example webcasting site production of a possible business
model based on the Michael Rappa’s Community Model; (ii) to examine webcasting as a
medium to deliver dynamic presentations; and (iii) to construct the ground work for

webcasting as the efficient way to provide remote education.

4. Program Contents and Presentations
Introduction — Webcasting Technology Overview
Webcasting has developed to the new level of interactive media. Flash animation
interfaces are embedded with video and video is synchronized with text, graphics,
animation and other media. The evolution of webcasting was triggered by technical
development in computer platforms, servers, network environments, inclu ding a fast
COnnection and non-linear editing and video / audio compressing software and a relatively
lOxiver price of webcasting equipment gained by this teehnical development ineluding;
1- DV (Digital Videotape) “— Compared With analog Videotape formats for
broadcasting, DV is not only significantly less expensive but also easy to
use. DV makes it possible to produce high quality video for non-

professionals. DV iS Ofprofessional premium quality and it is easy to

transfer data to a desktop computer through IEEE 1394 such as Apple’ S

42

FireWire and SODY’S iLink. Camcorders utilizing digital format guarantee
high quality Video footage at extremely low cost (Leland, 2001).

2. Sofiware- There are three major streaming platforms: QuickTime, Microsoft
Windows Media Services and RealNetworks RealSystem iQ. During the
unofficial five-year history of the webcasting industry, these platforms
show the great technological advancements that form the foundation of
webcasting development. Recent webcasting software technology

advancement includes encryption, server licensing, codecs, media SUpPOI't
and accuracy to deliver streaming files(Appr0ach, 2001).
3. Network Infrastructure— As I mentioned in chapter 1, more and more people
get high- speed connections that provide more bandwidth for webcasting.
4. Server — More powerful servers are available at 10Wer prices. A Pentium 111
_ 600MHz, 38 GB or more hard drive space - is aVailable at the cost range of
3,000 to 5,000 dollars. This platform can serve as a streaming server with
software such as Microsoft Windows Media Services ’ Real Networks Real

System iQ or QuickTime Darwin Streaming SeWeKApproaoh 2001)

KOSTA Webcasting Production

Ipr0duced a re-creation of the KOSTA (KOrean STudents in America,
Www.KOSTA.ws) seminar video as a web-delivered, interactive presentation that
integrates audio, video, graphics and text in a webcast format.

The KOSTA Webcasting production was produced in the following steps;
43

1. Shooting video content source
2. Capturing the video/audio to a hard drive
3. Editing and adding visual effects and graphics such as title and captions to the video
4. Compressing video and audio files

5. Delivery of the content to the web

Ire-produced the morning Bible lecture which is one of the largest seminars. The

]ecture was about the Philippians, one chapter in the New Testament of the Bible. The

original live lecture at KOSTA 2001 had more than 1000 Participants attended-

. . . . - 'ns
The KOSTA webcasting Site has two Windows: 1) main frame Window contal

slide, video, lecture list and slide title menu frame and 2) working window-

hum: limit:

.la'hf‘

   

a
A
mm to '05” mmw
. . :- ' Vi. ' "It“ 1’

”an;
n. n

I
“I

H
h

. 2.: s .. fri‘n 1‘
‘ ‘ mar:

  

""‘Wl'llfl-‘z'u

Sun

Picture 1: KOSTA Webcasting Main Page

This site also contains function panels as follows:

1 Lecture index — drop down menu where the user can choose a lecture by the

v

lecture title

Lecturer index- drop down menu where the user can choose a lecture by the

2

V

lecturer name
3) Slide index — lecture slide index where the user can choose a slide

4) Slide/ video synchronization button- the user can synchronize on or off the
video with the slide.

 

airtime - Microsoft lntemet Explo'”

a frame - Micmmll lntemet Explorer

Choose Lecture Title

Choose Lecturer Name v
Chi”?! se Leann tar Name

‘yungYoon ans

   

  

intro Meme

Philippansl SlowConneChO“
Pruhppansl FastConneC‘30“.
panippansl-z SlowConxle‘mon
Philippansl —2 Fastconnectron
PhilippansZ SlowCorme Snort
Phrhppan82 FastConnec ton
Phfllpp‘anSE—Z SlowConnecu'on —l
Philippansz-z FastComecaOn

00-! .1

   
 
   
   
   
   
      
 

 

    
  

l.‘

  
 

Picture3: KOSTA Webcasting Lect
ure

Picture2: KOSTA Webcasting Lecturer
index

index

    

The slide fi‘ame shows chartS, tableS, graphics, hyper links and texts for better
understanding of the lecture topiCS- The contents of the video and slide window are
Simultaneously synchronized. Slides are changed automatically depending on the lecture

QQntent.

45

Besides slides shown automatically, users can see a slide at any moment by
Cllelhg a Slide title on the slide menu, Users can turn off the synchronization of video
and slides by clicking the auto Slide change function on/off button and customizing the

slides order on their own.

 

 

Slide hit-nu

Clllfl'. a and»; title to see a Sliillét

      
 

 

3 5‘.“
You can Che-35!! 3.915195 :11 ClICHll'lg
“(35. on tn. shat! m.‘“" f F

 

 

Picture4: KOSTA Webcasting Slide menu

On the working window, a user can explore other Websites while Wat h
lecture. He/she may visit websites related to the lecture. Users can also USe th
e W0rking
Window to do other tasks such as checking E-rnail. Slides contain useful links relat

ed to

“'1 e lecture topic and users can visit the linked sites.
According to the KOSTA Webcasting user persona profile, Internet comQCtions f
o
the primary target User, the secondary and the third persona are LAN and 56K mOdem

B ased 0” the lntemet connection, 1 made two resolution options for video — slow

46

connection (56K modem) 01' fa“ cOnnection (Dual ISDN) A user can choose either vid
60

option according to his/her connection. The secondary and third personas prefer audio

only Option. Because 1 mainly focus on the primary persona and used the secondary and

the third persona as supplement, I did not make the audio only option. Due to network

congestion caused by the heavy volume of network traffic, the bandwidth is often not

achieved. Table 2 displays the safe data rate that usually can be achieved. I started with

the safe data rate for 56.6 K Modern and LAN as follows, but the outcome video quality

for LAN after compression was not good and frequently delayed.

 

 

 

 

 

 

 

 

 

Connection Speed Safe Data Rate(kbits/sec) Safe Data Rate(KBytes/sec)
28.8 Modern 20 kbits/sec 2.5 KBytes/sec

56.6 Modern 32 kbits/sec 4 KBytes/sec

Dual ISDN 96 kbits/sec 12 KBytes/sec
Tl/DSL/Cable Modem 300 kbits/sec 40 KBytes/sec

WAN/LAN l60-800kbits/sec 20-100 KBytes/sec

 

Table 7: Safe Data Rate

<Source: Cleaner 5 Manual>

The data rate of LAN connections is a wide range and especially the condition of

the university LAN shared by many users is not good. Because of this, the safe data rate

for a university LAN is even lower than the minimum safe data rate of LAN. After I tried

to compress video with several data rates, I ended up with 80 kbits/sec that is similar

with safe data rate for dual ISDN for the fast connection and 35.6 kbits/sec for low

connections. I chose CleanerS as a software for compressing and the Sorenson as a Video

COdec known as the best codec for Quicktime movies and Qualcomm PureVoice as an

47

 

 

audio codec. Qualcomm weVoice is an ideal codec fOr KOST A Webcasting containing
\00°/o human voice because even at bottom low bitrates, it produees good voice quality
(Cleaner 5 Manual, 2001).
Due to the fact that the voice quality is as important as video lecture webcasting,
I chose the full rate compression option which delivers 9:1 compression for high quality.
Movies appear darker on PC monitors than Macintosh monitors. Almost 100%
of KOSTA webcasting users have PCs and I used a Macintosh computer for webcasting
production. To compensate for this brightness gap between PC and Macintosh, I adjusted

gamma and brightness of video to 30 and 15.

 

Picture 6: Cleaner 5 Compression Setting Window

 

{ Slow connection Fast Connection

48

 

 

 

k ____—__/
Total data Rate 35-6 kbits/sec

 

 

80.0 kbits/sec

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Vid:0 Size 192 X 144 [mfilgo
Wdeo Codec Sorenson [ Sorenson

Video Data Rate 26 kbits/sec 54 kbits/sec

Key Frame Every 75 100

Frame Rate 7.5 fps 10 fps

Audio Codec Qualcomm PureVoice Qualcomm PureVoice

Audio Data Rate 19.6 kbits/sec 26.0 kbits/sec

Audio Sample Rate 11.025kHz 22.050 kHz

Audio Depth 16 bit 16 bit

Audio Channel Mono Mono

 

 

 

 

49

Table 8: KOSTA Webcasting Compression Setting

 

 

its" a I o twin-i:

Flatten

1ri.15:ti:ita|elap:ed

 

 

Picture 7: CleanerS Compressing Window

0 Event Streaming

One of the goals of my thesis is to suggest streaming video as an interactive tool
that goes beyond traditional webcasting. Traditional webcasting simply broadcasts only a
video or audio file that previously broadcasted on other media such as Television and
radio on the web, and thus, a viewer cannot interact but can only watch. On the KOSTA
webcasting website, a user can find more valuable information for themselves by using
slides, hot spots and related links that are simultaneously synchronized with video. I

Chose Cleaner as the tool for assigning events to associated files that are used in my thesis

50

vtoject. Cleaner is video compressing software by Discreet, one Offlie mOStp0pu1ar

digital video compressing toolmakers. Cleaner has the Eventstream Authoring fim cti on
that quickly and effectively integrates video, audio, slides, images, and HTML into a
single presentation. Using this function, I added the stream navigation function, which is
a certain flow of streaming files. A respective lecture slide that contains texts, pictures,
tables and images is presented simultaneously with the speaker’s lecture on the video. In
addition to this, useful links and interactive hot spots related to the lecture are embedded
to help the user to get further information.

Through the Eventstreaming, a user can customize the contents of webcasting

he/she views. Instead of being a passive viewer, he/she can actively choose slide materials

through the slide menu and navigate web sites while watching the video.

Eventstream Process
Steps to create event streaming using Cleaner are: (1) Create a new batch by
dragging and dropping a video file onto the batch window; (2) Open Eventstream Editor

in the project window and then add new events by pressing the “Add” button.

51

 

 

hwnmu-su... ..~wu”-.uu..—um
n. gnaw-wan“...-

 

Picture 8: CleanerS Event Stream Feature

Eventstream has event functions, such as Display Text, Chapters, Hotspots,
Open URL, Go to Time, Replace Movie and Pause. But not all media players support all
of these functions. Three major media players (QuickTime Player, Windows Media, Real
Player) support different events.
Windows media
X

X
Go to time

URL X
Pause

movie

 

Table 9: Comparison Among Media Players

52

 

“What is the most Popular media for the target audience?” is a very important
{actor in selecting a media. But, many criteria other than this in tecllnology must be
considered when choosing a media player. Due to the fact that most Koreans use PCs,
and the Windows Media Player is pre-installed in the Windows system, QuickTime is
not popular in Korea. Ihad planned to use Windows Media for my thesis, but I changed
the media player to Quicktime Player because Windows Media did not work properly on
the Macintosh platform. QuickTime Player is the ideal media player for Eventstream,
because it supports all different kinds of events. Technically, it is recommended as the
most powerful media player. I have neither access to Windows Media server nor funds to
purchase. Accordingly, for the KOSTA webcasting, QuickTime was chosen. I changed
at the last minute, and I could not conduct a detailed survey about these technical issues.

I would like to suggest for future research how much impact the lack of popularity a
media player has on the target user’s watching behavior.

Hot Spots

I added up several hot spots on the video that users could use to open URLs

related with lecture topics in the web browser. Different events can be assigned by the
hot spot actions such as opening a URL, going to another time, playing or pausing the
movie and replacing it with a different movie. Users can experience far more interactivity
with the hot spots.

Chapters

Chapter events help a user easily access a different section of the video. When a

user chooses one of the chapters in the chapter menu, it will lead to an automatic jump to

53

the specific time in the “C160 ‘ Thl‘OUgh the use 0fthe Ch f
apter e a
111,}: a U
Se
r can

P rts and experience interaCti V

customize the time order 0

than passively watching the: proVided Video by the prod
ucer.

wants to See, and the -
she time order of video th
at is th
e
part the
y Wan t

contents that he/

Th' feature is es . .
is peeially ideal for a long
Video 8
“011 as a

to see sooner or later.
Presentation, Course lecture, doc; 611me or sermon A
. ' mong the three majorm d'
Time Play er, wmdows Med‘ 6 ‘3
1a and Real Player, only QuickTime

players such as Quick
dia have the Chapter S .
ystem, Wthh is different between the Mo

Player and Windows Me
(1 up this fun ’
Chou for Several reasons. In the QuickTime Player,

I didn’t ad

in the movie controller bar But the chapt

media players.
er menu is not

r menu appears

its chapte
eo size of KOSTA

distinguishable, and it is hard ‘0 recognize for a first-time user The vid
g is small and the Chapter menu was met displayed pr 1
oper y.

W ebcastin
Replace Movie

M0“ 0f KOSTA lectures are about 60 minute long. Duet h
0 t e 1111
86 file size of

uncompressed 60-minute footage (about 406B), there were In
any eITor
. - . S du ‘
compressmg and even streaming. I edited a lecture into two 30 1mg encoding
- minute 8 )
e
the file size manageable and put a replace the mOVie e glnents to kee
vent 0n the end 0fth f D
. . e lrst .
part. This function replaces the mov1e currently plaYing With th movre
3110 er movie
at the

Specific point on the timeline. By the replace movie funCtion KOS
’ TA Users 0311
Watch

the following lecture automatically.

54

Display T6“

at? titles and other information related to

I added Capl‘ons’ S the Corn-

9 Using the dis la t . ems orboW

th webcasting ‘n‘efia ace p y ext function as t‘ollows- “T

use e ' 0 Visit the

h 'deo SCree .i, “

OSTA homepage 61”“ 0“ t e W n ““5 ‘S the end Oftbe PhiIipp I

K ians com“

contin ” “

Philippians lecture 1 2 “”11 be “ed amomat‘c any You can see a slide by

1-1.

' 6 menu.,’ D- .
licking the Slide title on the 511d 18p layed teth gurded HSeI-s to use interfaces
0

KOST A W ebcastlng such as hot Spots and replace the movie

and event features of

without the manual.

 

 

 

 

 

Picture 9'. Cleaners EVent Stream Window

55

 

 

r

Delivery
d to
download the whole webcasting v
idea
and aUdio files

9 neede

I nitially, user
stream ing technolo - . .
gy , it is possxble to Sueam
Vid .
CO 11) 1'63] tilne

atching. Via

before W
]e size movi
g8 ‘1 eS- Users can ‘
Jump to an .
Pomt oftbe

without downloading bu
arts that they do not Want to Watch_ Strea . .
mlng lS idea] f0”
OngI. V1. deos

tation, course

69 delivery. - -
S treammg V Ideos use RTSP (real time

r a Real

ming for W

P servers
d RTS web as a QuickTime Streaming Server 0

video, I chose strea

streaming protocol) an

Networks Server.

stions

mak‘ . .
lng dynamic webcasting presentation for non-

Fumte'leclrmologv Sugge
1. Alternative tool for

profe

‘ tis
PowerPom a powerful tool to create dynamic a d
I] vis
“ally ex ' '
Cltlng

Microsoft
ated a

P ge turns and slide back

grounds.

entations through various effects, such as an im

pres
pular tool for dynamic presentatio '
ns, it poses certain Co
ncems '
111

though it is a po

E, ven

asting. PowerPoin

Webc
e the haul file as a source of
Eventstrea
m. We can ex
Port

theoretically possible to us
animated PowerPoint files to html files, and then, by Using the Ev
entstream’s Open URL
html file to streaming m e d'
la to ope

e can synchronize the
f the streaming media

56

fimotion, W

automatically at the certain time mint 0

 

 

 

Even though ithaS 21 Powerful animation too] I
, did not 1.1
8
§
PO
W

erP
O ‘
1111‘ 5'1er S

ze issue ’ POwerPo'
mt ex
Ports every single i151]
as
6 Us
e
In .
animat'
1011 as

because of the file si

3 different graph“: file, SUCh £8 ajpeg Or gif file Th1 S
' Will cause
'on, 01:16 of the ma° the
net congestl In technical lifrl ' ’ file Size to b
ltatlons 0f Web 6 huge-
Castin
g

Because of
[S a big

r streaming in a Web brow
11% file '
Slze -
IS one

video file size f0
01' the keys

ot a good idea to add .
Video to oth
er big Size 1‘71
83.

to success. And it is n

Microsoft Producer car1 he anoth
er powerful tool to Great d
e Ynamic webcas ’
ting

owerPoint 2002
h s '
a Microsoft Producer as an add-in fimction

presentations. Microsoft P

to make it easy to capture, Syflc 1ironize, and publish stream' d
lng me ia, text, slides, and

er for PowerPoint 2 '
002 ‘5 CXpected to be used to create digital media

images. The Produc
- - ' tra' °

marketing materials, online “1 lng, company Wide broadcasts and published aIChives f
, O

- - f - -
11 we presentations. The use 0 Streaming media in corporations (1
an education institutes '
lS

growmg fast. But, One of the Obstacles to using Streaming med‘
la in or '
gamzatio
us has been

t - — l
he lack of easy to use tools for creatlng contents Until rece
' ntly W
oduction

required specialized skills in content production, Compressin
g and Web
deliv
60' includ‘
"1g

knowledge about digital audio and video, image fi les and 0d
’ c 30, includ‘
“‘8 hum
- The

Producer has the powerful Wizard feature to help nonpr f
0 essionals ca
Pture and

Synchronize audio and video within their PowerPoint pre
sentations to
. Create rich- .
(Microsoft, 2002) media

presentations by a few mouse clicks

1 considered the Producer as a tool to make event str
eamin g b '
) ut I did not ch '
oose it

due to several reasons, Macintosh computers are known a b
Br 1' .
001 for streamm
g

media production. But until recently producer Only runs on th
8 mo
57 St advanced following

 

 

W' .
Window operatin Indows Office XP, MlCrosofl Wi I30
0»
. . or w- 820»
Windows XP Home Edmon’ meWS 2000 Professional (MI 1? Q p" 013mb
r08 ”81,
’ C

s that the produ cer was Just released and the initial

thcl' reason i
o Dub/381mm.
mgpcnbd

has not ended.

2- DivXTM
ular me ' .
There are three mOSt Pop d'a play ers: QUICkTime Player, Windows Media

and Real Player- In addition to these three, DlVXTM is recommended as the second-
generation media player, whiCh has the highest V ideo quality level. DivX, created by
DivXNetworks, lnC-a is based on a MPEG4 digital video technology. Even though
DivX has a small number 0f users compared to the other three media players, the reason 1
suggest it as a future webcasting technology is its premium visual quality. With a
. mall file size, video encoded with the Divx technol .
relanvely 5 08y shows the highest
quality digital video available now. Because of the premium Visu a 1 u _
. _ q 311135 the number of
users is growing fast. According to DivX Networks, Inc. over 30 mi 111'
o
n p “We have

downloaded and have used the DiVX technology since its launch. In addit'
1011, DiVX is
the

most widely distributed MPEG-4 compatible technology available today Th
' e MPEG
sq

video compression standard can compress an MPEG-2 Video down to about one .
Clghth 0f
its original size. The DivX technology has become more and more popular due to it
s

Compatibility with the MPEG-4 video compression standard (Dix/X Networks Inc

2002)-

58

 

 

But DivX has severa l llrnitations. Video quality Varies :3. <3
be

- l a R A ' ”a?

computer system, specrfical 3' M 5‘23 and commotion speed ”80 311367-19

. La
IO , ’ Ck 0

PC manufactures may be a I? blew WlndOWS Media is ahead 1' lbs ”663’ w tb

list
alIed ”PCSYStem
S

DivX to use ‘
but users need to download lt‘ Fuflhermore, it is not
y 35 Othertb
e

_ _ technioa
three ma) or media players to get 1 resources, which migh t h 1
e p DixX
users to do

troubleshooting.

5. Conclusion

As a TV program producer, I have learned from experience that video production
is a very delicate and complicated procedure demanding high professionalism. But I felt
far more challenged in a webcasting production that requires other higher levels of
technical knowledge and experience. The excess i vely numerous factors- such as video

size, video/audio codec, video data rate, key frame, frame rate and so on If 'd d
~ a cot v1 eo an

audio quality of the webcasting Outcome. There was no other sbortc
Ut to fl
11d out the

results of the factors that affeCt the outcome but to try it in perm“ Th
' or e are
many tip
8

and guidelines about compressing and encoding but at the same time th
ere are t

variations that affect webcasting to expect the close outcomes that gener 1
3 rules .

Sometimes I was overwhelmed by the thousands of Choices that I needed to try f
01‘ bettEr
’ 0
bandwidth that sacrifices the video and audio quality was painfiil

But, even after considering all the limitations and difficu 1 tie f
s, the power 0

W asting that was revealed when it combined with other m - .
ebc S ultlmedla was remarkable.
9

 

 

dio/v i sual presentations, integrating a set (:3- pi

' ‘ active 3“
Creating inter I e e
p Hdel t

ether i ,nto a synchronized multimedia pres §

multimedia objects tog tam)”

‘ ° - ’ Was
adltlonal medla that We Could not even a Step

' ' tions of tr e .

beyond the limita t h Xpect in them“ I
. casting 60 11010 - . . .

- that fast growmg web gy W1" bung to hfe What w

behave e Cannot dream of

CHAPTER In User Fe edback
l t' n of my thCSis pr0ject was ccn'iducted by obtaining feedback from
An eva ua 10

' ' - ‘ 2002, the
v' 't d the site and agreed to part1c1pate voluntarily. On April 20,
users who \8\ e

‘ WCbCaSt N as Post: lllle 1 k P31 agta ] I . e luv-lied

1‘ e survey about their reactions to the webcast experience. The feedback section was
on in

of the component pages of the webcasting site. Each page of the WCbCastin g site b a d
one a

f dback button that lead to the feedback page.
ee

. KOSTA webcasting site, visitors to th '
After explom‘g the e me Who elected to
us online questionnaire clicked to read the informe
complete the anon)’m0 d Consent

- dix A. The participants We '
statement as shown in Appfln re informed by the consent form
h hey were be able to (Wit the questionnaire at any moment and the task answers
t at t
would be kept confidential.
VisltOI'S who consented jumped to the survey, where they C 0111 d answer the

estiOnS Only participants who presSed the button voluntarily Saw the instruction
qu . 60

 

 

_ - ’ 11f -
page at first, which coma“) 1 OI‘Ination about the project and re a
G

exp10red the site in the same; environments in which they norma 11 arc/Jet. P
The)’ used a computer 0f Ch dice and Spent time to explore the W
usually do. No identifying person
demographic queStionS- Although the Web SCI'Ver was capable

Ofrecol. .

‘ dm

. . . . ation W 8 the IP add

of visrtors to the srte, thlS inforrn as not aSsoci it}; ress

the data_ 7716
inVCStigator, Jiae Chun, conected all the data. The data automatj

“HY forwarded to an e-
mail account and the data f!

e conta' '
1 mg a row of answers for each individual who

S .
completed the survey to the re earcher for analysis. Links to the survey then were

removed from the KOSTA webcasting web site_

1 - Evaluation

1 Were you able to receive the webca St streams on
. you; Cornputer’?

  

1.Were you able to receive the Webcast s

your computer? (11:42) I" °"

      

6 2% of participants answered that they received the Web c as ting Str- b t 38
cam 11 %
answered some of times. Webcasting users experience the bu fieri
11g frequently caused b
y
net congestion. Because of the nature of data flow, eVen if the Web 'd h
Cas: pI'OVl er aye

appropriate servers, it is not possible to get rid of overloaded or CO
I)

gested interChanges
6 1

 

e.
on the Internet routers at 131’ g

is very satisfying.

- he 0
2. HOW easy was 't to see t Qhtent of the videos;

      

2. How easy was it ‘° see "“3 ”Mentofthe Videos? (N=42)

8 5% of the paniC‘Pams said that it was very or SomeWhat easy to see the video content

and 14% responded somewhathard

3 How easy was it to use the menu?

62

 

 

 

 

  
    

-n SOMEWHAT HARD
a VERY HARD

 

    

*‘rzlez'

3. How easy was it to use the menu? (N=42)

. . . use
80% of the particrpants felt that the webcasting menu was very or somewhat easy to

n be a solution to

and 20% answered it was somewhat hard. Tool tips and help menu 03

help users who have problems in using the interfaces.

9
4. How easy was it to find the webcast for different seSS\0“S “'0‘“ th

conference?

    
 
 
    

I VERY HSY
-I SOMEWHAT EASY
i-ll SOMEWHAT HARD
u VE RY HARD

 

 

4. How easy was It to find the webcast for
dlflerent sesslons from the conference?
(N=42)

Even though I used a drop-down menu that is one of the most common menus and put a
text “Choose lecture” on the menu for different sessions, 19% answered that it was
somewhat or very hard to find difference sessions. I think that it is because most of
participants prefer Korean and the menu was in English. English / Korean language

options can be a solution.

63

5. Overall how easy was it to use the KOSTA webcast site?

 

 

 

0
5. Overall how easy was It t0 "58 “'9 KOSTA Webcast site?
04:42)

0 . , d th t 't t use the KOSTA
90 /o of the part1c1pants answere a 1 was very/ or somewhat easy 0

webcasting site overall.

6. Slides that were not used in the original seminar were added to the
webcast to make the presentations more understandable. Do you think the

slides made it easier or harder to understand the sessions?

     
   
 
   

. MUCH EASIER
- somequr as.“
u no DIFFERENCE

.n SOMEWHAT HARDER
- MUCH HARDER

  

 

    

6.00 you think the slldos made it easier or harder
to understand the sessions? (N=42)

Through this thesis project, I tried to test webcasting as a dynamic presentation tool that

integrates audio, video, graphics and text in a webcast format. The fact that 88% of the

participants responded that slides made the presentation more understandable shows that
webcasting combined with other media can be a very powerful tool for presentations-

7
7. How much important information did you learn from the webcast.

 

    

 

7. How much important information dld
you learn from the webcast? ("=43

89% of the participants answered that they learned important information V W

somewhat from the webcast and 24% replied not very much.

8. Was the webcast site interesting?

 
  

I VERY |NTERESTING
SOMEWHAT INTERESTING .

 

 

II NOT INTERESTING AT ALL

 

75% of the participants replied that the webcast site were interesting and 26%

replied not very interesting.

65

Was the webcast Site as good as being at the conference?

 

9. Was the webcast site as good as being at the
conference? (N=41)

88% of the participants responded that webcasting was as good as being at the
d to this

conference. This result is beyond What I had eXpected. Most users responde
stion 12)-

question even though they had not all attended the KOSTA seminar (See Cl“e
on not

Some Participants who did not KOSTA experience answered based on imagim’f‘

experience.
How likely would you be to visit a webcast site like this one if you cannot

10.
attend the KOSTA conference in person?

    

n NOT LIKELY AT ALL

    

0% ‘
1 o. How likely would you be to visit a webcast site like
thls one If you cannot attend the KOSTA conference
In person? (N=42)
94% 0f the Participants answered that they would like to visit a webcast site if they
could 110‘ attend the KOSTA conference in person. The KOSTA USA seminar is held in

Chicago only once a year, and because of this time and place limitation, many people who

66

 

 

dCSl e to .(II ()Ve ”rvey
[ ll . .
2 ac 5

results Show th
at webcastin
g can be an id '
eal solution to ove
rcome these limita '
trons.

1|. What Ian ua e w T se7
9 9 OUld you prefer the K08 A webcast to U

I KOREAN
I ENGUSH
n BOTH

    

1
1. What language would you prefer the
webcast to use? (N=39) KOSTA

According to c
0mm
cuts on the end of the survey participant f \ mfortable
, 8 did not 66 0°

with the English m
enu and they preferred Korean I made i h nly or m
- menus in Eng is 0

Korean] English be
cause .
most of the public computers in the U d S (1 ft
nite tates 0 not suppo

Korean chara
cters. KOSTA w '
ebcasting persona access comput t
ers a campus freque
ntly

and the will not b
e
able to read the Korean onl menu at all K h
y y . orean/ En ' vers'ons
glls 1

will b
e very helpful for users who prefer either lan
guage.

12.

How ma '
I ny different years have you attended KO
seminars in person? STA summer

67

 

 

l.

Vt

:4

3%
E;
E“;

   

i

l THREE OR MORE TIMES

 

attended a KOSTA summer seminars in
person? (N=42)

nafs 311d

62% of the participants responded they never attended KOSTA summer 56mi

38°/o responded that they have attended the seminars.

13- Did you attend the 2001 KOSTA su rnmer seminar in person?

 

13. Did you attend the 2001 KOSTA summer
seminar In person? (N=42)

As I suggested previously, Webcasting can be an efficient tool not only for the people
who miss seminars, but also for the seminar participants who want to view the lectures
that they missed or Want to view them them again. But the survey results show that
KOSTA webcasting is more attractive to users who cannot join a seminar rather than

seminar participants who want to Watch it again.

14. What speed of network connection did you use to view the webcast site?

68

a 28K DIALUP

   

14. What speed of network connection
did you use to vlew the webcast site?
(N=42)

_ _ . na Who
1 designed this site focusing on a hypothetical KOSTA webcasting anary perso

bed
. . 1’3 matc
uses a fast connection when watching webcasting. The “581’ survey results We

st
With the primary persona. 79% of the KOSTA webcasting participants used fa
connections.
. 5 OUT
15. Did you have to download a plugln to see the webcast, of wa y
computer already configured for QuickTime Player?

IMY COMPUTER ALREADY HAD
QUICKTIME PLAYER

     
     
   
      

 
 

II DOWNLOADED QUICKTIME
PLAYER AND THEN COULD SEE

    

THE WEBCASTs
15. Did you have to download a plugin nl DID NOT DOWNLOAD
to ”a the webcast. or was your QUICKTIME PLAYER AND |
computer already configured for COULD NOT SEE THE WEBCASTS
Quicleme Player? (Pl-=42)

The two technical obstacles - connection speed and the required media player, QuickTime
- were expected for accessing the webcasting. 1 “136°th that “Qt many PaniCipants have
QuickTime because due to the fact that most Koreans use PCs, and the Windows Media
Player is pre-installed in the Windows system, QuiCkTime i5 n0t popular in Korea. But
this survey result shows that 60% of participants already had QuickTime player.

69

16. Compared with real lecture how was the webcasting?

  
  
 

 

- VERY SATISFIABLE
.- SOMEWHAT SATisriABLE
u NOT VERY SATISFIABLE

:1 NOT SATISFIABLE AT ALL

    

 

é _ E
16. Compared with real lecture how was the
webcasting?(N=42)

17% of participants replied compared with real lecture the webcasting was very
safisfiable and 62% replied somewhat satisfiable. 19% replied that this site nOt very

ms were not

satisfiable. I could not conduct an usability test about why these participa

satisfied. Usability test will be very helpful to improve the KQST A webcasting Site-

17. Compared with real lecture, was the webcasting economical to save

money?

   
 
 
 

I VERY ECONOMICAL
in SOMEWHAT ECONOMICAL
n NOT VERY ECONOMICAL
:1 NOT ECONOMICAL AT ALL

    

 

      

17. Cornpared with rea| lecture, was the
webcasting OCOnomlcaI to save money?(N=42)

86% of participants answered the Webcasting was economical to save money and 14%

replied not very economical.

70

Compared with real lecture, did the webcasting save Your time?

 
 

IVERY MUCH
I SOME WHAT

I: NOT VERY MUCH
I: NOT AT ALL

 
     
   
    

18. Compared with real lecture, dld the
webcastlng save your time?(N=42)

one)“ 86% of

l addressed that webcasting is an efficient education tool to save time and m
or somewhat

users responded that compared with the real lecture, the webcasting very

r somewhat saved time.

saved money, and 81% of users replied that the: webcasting very o

/

19.WHAT \8 YOUR AGE? (N=39)

Age of participants varied from 22 to 35,

20.WHAT IS YOUR GENDER? (N=40)

Among 40 participants, 26 were females and 14 were males

21 .WHAT IS YOUR NATIONALITY? (N=39)

All participants were Korean.

22. WHAT COUNTRY ARE YOU IN, RIGHT NOW, AS YOU COMPLETE THIS
SURVEY? (N=38)

71

Except 2 participants who were in Korea, all of the
. others were in tb
United States. Theoretically, people access the lntemet {To '3

m all 0
Or the w
and the lntemet can be a t001 for globalization overcomin . Odd
g reg‘Ona\

b0“ .
’ nd
But in the real world, the Intftl‘net has more impact f0 . anes.
I legm

“El u
S
KOSTA seminars are Well known to Korean Students . age' EVen thOUgh

y Countries,

- 11
that most of KOSTA WebCaStlng users Will be KOrea 1 be lieve
I] stude”

United States.

ts who are in the

23.WHAT IS THE HIGHEST EDUCATIONAL STATUS YOU HAVE

ACHIEVED?

     
    
    
       
    

  

I COMpL CT
DEGREEETED DO

' ATTENDING DOCTORAL
DEGREE PROGRA

" COMPLETED MASTERS
DEGREE

° ATTEN DING MASTERS
DEGREE PROGRAM

- COMPLETED BACHELOR'S
DEGREE

I ATTENDING BACHELOR'S
DEGREE PROGRAM

  

   

 

 
 

’ 23 WHAT IS THE HIGHEST
EDUCATIONAL STATUS you HAVE
ACHIEVED? (N=41)

       

Most of the participant’s education levels were graduate 0r higher. 29 % 0f
the part” 'pants were attending a doctoral degree program, 32% completed a
[C]
t d e 290/ were attending a masters degree program, 7% completed a
mas er egre , o

bachelor program and 2% Were attending a bachelor program.

72

 

2. Conclusion

The communication objective of this thesis project is to extend the KOSTA site to
add a webcasting component (i) to provide an example webcasting site production of a
possible business model based on the Michael Rappa’s Community Model; (ii) to
examine webcasting as a medium to deliver dynamic presentations; and (iii) to construct
the ground work for webcasting as the efficient way to provide remote education. I
addressed the first communication objective in the chapter one and two. To solidify
KOSTA as an example of Rappa’s Voluntary Contributor Community, I compared
KOSTA with a real world webcasting company, called Onnuri lntemet TV, in Korea in
the chapter two.

On the survey I focused on communication objective (ii) to examine webcasting as
a medium to deliver dynamic presentations; and (iii) to construct the groundwork for
webcasting as the efficient way to provide remote education. Slides that were not used in
the original seminar were added to the webcast to make the presentations more
understandable. 88% of the users responded that slides made the presentation more
understandable. This result shows that the re-creation of the KOSTA seminar video as a
web-delivered, interactive presentation that integrates audio, video, graphics and text in a
webcast format was effective. Through webcasting, users can reach KOSTA lectures
whenever they want without the cost and trouble related with travel. 86% of users
responded that compared with the real lecture, the webcasting very/somewhat saved

money, and 81% of users replied that the webcasting very/somewhat saved time. KOSTA

73

 

 

webcasting achieved the goal to provide users an alternative way to experience events in
ways other than attending the event in person.

Through this survey, I have Ieamed that audience research is very important but
difficult procedure. Many details I expected appeared not true and there were many
obstacles to obtaining valid samples. Most of participants didn’t write any comments on
the text box and some skipped several questions. Some people complained that some
buttons did not work well but those buttons always worked.

This is my first time in conducting survey research by myself. Many problems
that I could not have even imagined happened during survey. As a novice, it’s hard to
handle these problems that I did not expect. I realized that conducting a survey requires
higher levels of technical knowledge and experience than I expected. Furthermore, even
though I fully recognize the importance of UCRHIS that protect the human right, the
limitation of UCRHIS that I could not change research details after getting the approval
was painful. But, even after considering all limitations and difficulty, the power of user

research was remarkable. I could leam more greatly about users and designs than I

expected.

74

 

 

 

 

 

 

 

 

 

APPENDIX A:

KOSTA Webcast Feedback Request for Informed Consent

The KOSTA webcast is part of Jiae Chun’s MA Production Thesis in the
Department of Telecommunication. Now that she has completed production of the
webcast, the final step is to gather feedback from visitors to the site. She has prepared a
21 item online survey. It takes about 10 minutes to complete. Responses will be
completely anonymous. Your answers to the questions will be stored electronically, with
no link to any identifying personal information. When the results are analyzed, they will

be reported in aggregate, summary form.

Collecting research data requires the informed consent of participants. This
consent form is your opportunity to grant permission (or to decline to grant permission)
to participate in the survey. You are free to stop participating and leave the survey at
any time, and you are free to leave any question blank that you do not wish to answer.
None of your answers will be saved until you reach the end of the questionnaire and click

on the SUBMIT ANSWERS button.

If you have any questions about this study feel free to contact me,

Jiae Chun
Graduate Student

Michigan State University Department of Telecommunication

Email: chun'iae @msuedu

or my thesis chairperson

75

 

 

 

 

 

 

 

 

 

 

Brian Winn
Assistant Professor of Telecommunication
Michigan State University

Email: winnb@msu.edu

If you have questions about your rights as a subject of research, please contact:

Dr. Ashir Kumar
University Committee on Research involving human subjects

Email: ucrihs@msu.edu

 

If you voluntarily consent to participate in this anonymous survey, please click

on the appropriate button below.

At the end of the informed consent statement they can click on one of two buttons:

CLICK HERE TO BEGIN THE ANONYMOUS SURVEY

Or

CLICK HERE TO SKIP THE SURVEY AND GO BACK TO THE WEBCAST

HOME PAGE

76

 

APPENDIX B:

Feedback Questionnaire

. Were you able to receive the webcast streams on your computer?

ALWAYS
SOME OF THE TIME

NOT AT ALL

. How easy was it to see the content of the videos?

VERY EASY
SOMEWHAT EASY
SOMEWHAT HARD

VERY HARD

. How easy was it to use the menu?

VERY EASY
SOMEWHAT EASY
SOMEWHAT HARD

VERY HARD

77

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4. How easy was it to find the webcast for different sessions from the conference?

VERY EASY
SOMEWHAT EASY
SOMEWHAT HARD

VERY HARD

5. Overall how easy was it to use the KOSTA webcast site?

VERY EASY
SOMEWHAT EASY
SOMEWHAT HARD

VERY HARD

6. Slides that were not used in person were added to the webcast to make the
presentations more understandable. Do you think the slides made it easier or

harder to understand the sessions?

MUCH EASIER
SOMEWHAT EASIER
NO DIFFERENCE

SOMEWHAT HARDER
78

 

 

MUCH HARDER

7. How much important information did you learn from the webcast?

VERY MUCH
SOME
NOT VERY MUCH

NOT AT ALL

8. Was the webcast site interesting?

 

VERY INTERESTING
SOMEWHAT INTERESTING

NOT VERY INTERESTING

 

NOT INTERESTING AT ALL

9. Was the webcast site as good as being at the conference?

NO

79

 

10. How likely would you be to visit a webcast site like this one if you cannot attend

the KOSTA conference in person?

VERY LIKELY
SOMEWHAT LIKELY
NOT VERY LIKELY

NOT LIKELY AT ALL

1 I. What language would you prefer the KOSTA webcast to use?

KOREAN
ENGLISH

BOTH

12. How many different years have you attended a KOSTA summer seminars in

person?

NEVER
ONCE
TWICE

THREE OR MORE TIMES

80

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

13. Did you attend the 2001 KOSTA summer seminar in person?

NO

' ‘7
‘ the webcast Site.
14. What speed of network connection did you use 10 Vlew

ETHERNET/DSL/CABLEMQDEM

5 6K DIALUP

28K DIALUP
IS. Did you have to download a plugin to see the webc 5 0m computer
81st, or wa
already configured for QuickTime Player?
MY COMPUTER ALREADY HAD QUIC
1
I DOWNLOADED QUICKTIME PLAYE 59K
R AND . A YER
THE WEBCASTS 71? Q
A;
C
1 DID NOT DOWNLOAD QUICKTIME PLAYER ULD SEE
4
NOT SEE THE WEBCASTS ND 1 C
COLL)

16. Compared with real lecture how was the webcasting?

VERY SATISFIABLE

SOMEWH AT SATISFIABLE
81

 

 

 

NOT VERY SATISFIABLE

NOT SATISFIABLE AT ALL

9
nomical to save money '
c

l7- Compared with real lecture, was the webcasting 6
VERY ECONOMICAL
SOMEWHAT ECONOMICAL
NOT VERY ECONOMICAL
NOT ECONOMICAL AT AL L

18. Compared with real lecture, did the Webcasting save you time?

VERY MUCH
SOME WHAT

NOT VERY MUCH

NOT AT ALL

 

 

” 19. WHAT IS YOURXGE? v \

TYPE HERE

20. WHAT IS YOUR GENDER?
82

 

 

FEMAL E

MALE

 

21. WHAT IS YOUR NATIONALITY?

KOREAN

KOREAN AMERICAN

OTHER

QMPLETE “(HIS

22. WHAT COUNTRY ARE YOU IN, RIGHT NOW
> AS YOU C

SURVEY?

UNITED STATES
FRANCE
ITALY
RUSSIA
CANADA
AUSTRALIA
JAPAN
TAIWAN

KOREA
83

 

 

 

OTHER

IF YOUR COUNTRY IS NOT SHOWN ABOVEPLEAsg TYPE IT

HERE

23. WHAT IS THE HIGHEST EDUCATIONAL STATUS YOU HAVE

ACHIEVED?

COMPLETED DOCTORAL DEGREE
ATTENDING DOCTORAL DEGREE PROGRAM
COMPLETED MASTERS DEGREE

ATTENDING MASTERS DEGREE PROGRAM

COMPLETED BACHELOR'S DEGREE

ATTENDING BACHELOR'S DEGRE
E PROG
RAM

24. DO YOU HAVE ANY COMMENTS 0R SUGGESTIONS
7‘0
HELP

IMPROVE FUTURE WEBCASTS?

When you have completed the survey, please CliCk the button below to b
31.1 mit yOur

answers.

SUBMIT MY ANSWERS
84

 

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