eLearning: From Social Presence to Co-Creation in Virtual Education Community

• Published in: Interactive Technology and Smart Education 2009-01, Vol.6 (4), p.215
• Main Authors: Katernyak, Ihor, Ekman, Sten, Ekman, Annalill, Sheremet, Mariya, Loboda, Viktoriya
• Format: Article
• Language: English
• Subjects: Assistive Technology; Behavioral Science Research; Behavioral Sciences; College Students; Communication (Thought Transfer); Community Relations; Competition; Computer Assisted Instruction; Computer Mediated Communication; Computer Software; Cooperative Learning; Creativity; Deafness; Distance Education; Distance learning; Educational Environment; Educational Practices; Educational Technology; Electronic Learning; Entrepreneurship; Foreign Countries; Group Activities; Individual Activities; Information Sources; Innovation; Innovations; Instructional Design; Instructional Effectiveness; Interdisciplinary Approach; Leadership Qualities; Learning; Learning Management Systems; Learning Processes; Management Systems; Peer Relationship; Product development; Profiles; Program Descriptions; Resistance (Psychology); Special Needs Students; Student Attitudes; Student Surveys; Sweden; Teaching Methods; Teamwork; Tutors; Ukraine; Ukrainian; Use Studies; Web Based Instruction
• ISSN: 1741-5659; 1758-8510
• DOI: 10.1108/17415650911009182

Purpose: The purpose of this paper is to present an example of how the synergy of different competences in students' teams, out-of-the-box thinking style and various motivation factors in a culturally diverse learning environment is the foundation for knowledge construction, driven by the idea generation process and co-creation--the so-called Medici effect, one of the benchmarks for excellence in eLearning. Design/methodology/approach: Developing this case study in the area of eLearning and Virtual Education Community (VEC) involves passing through various stages: from providing social presence and cooperation of students to co-creation in the eLearning environment by contriving "e-students" in the VEC whose profiles and learning processes are managed by pairs/teams of real students with different experiences and types of behaviour. Findings: The paper presents outcomes of the research focused on the formation of the VEC for students who are motivated in sharing common passions and principles, in developing good communicator-and-listener techniques, in studying and creating situations of success. Practical implications: In order to use and promote this pedagogical approach, enhancement of the desk-top technology is needed in terms of a user-friendly interface for creating a VEC where everyone, including people with special needs, feels comfortable, interested, and motivated to communicate, learn, construct, and share knowledge. Originality/value: The original "4A" (attention, actualization, attraction, and action) pedagogical model applied in eLearning is aimed at ensuring students' social and cognitive presence through their e-profiles for self-assessment and positioning, adjusting learning trajectories and monitoring learning results, as well as assessing progress and final outcomes of learning. (Contains 3 figures.)