eLearning: from social presence to co‐creation in virtual education community

Abstract

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.

eLearning within the Community of Practice for sustainable development

“…eLearning can be successfully implemented in “4A” model (Katernyak et al , 2009), where: 1A attention of potential learners is attracted to e-course especially tailored to meet their needs, 2A actualization – learners clearly understand and accept e-course goals and objectives, 3A attraction – learners are actively involved in learning environment when the level of challenge of learning tasks corresponds to the level of knowledge and skills of the participants, and 4A action – learners act to complete the tasks, to analyze and solve problems, demonstrate skills and make reflections to the performed tasks. This model is applied both in the e-course in general, and in each learning activity/event in particular.…”

“…The e-course curriculum is tailored within the “4A” model (adapted from Katernyak et al , 2009), where: 1 attention to CoP’s needs, 2 actualization by e-course goals and objectives, 3 attraction by required new knowledge and skills, 4 action by demonstrating their performance and skills. It consists of five modules; the “highlight” and the main component of the e-course curriculum is the Practical exercise (Workshop) where learners prepare a project concept for local development within the national SDG areas and act as project sponsors in peer assessment.…”

Entrepreneurial Momentum for Sustainable Growth

“…The entrepreneur's task is to learn how to be successful and create an appropriate ecosystem around him/herself where he/she is able to implement own endeavours. Table 1 presents the 4A approach [14], which we call '4A engine' , to maintain the momentum for startup. It consists of 4 phases.…”

Offering a framework for value co-creation in virtual academic learning environments

“…In 2009, Katernyak and Associates surveyed the synergy of merits among teams of students with different motives and different cultures using the idea production process and co-creation. The development of this study was carried out by the management of an Electronic student in the field of e-learning and virtual learning community (Katernyak et al, 2009). In the Second Life Project that required cooperation and co-creation, more than 400 MBA students from the Universities of Nebraska-Lincoln, IA State and Wright State and the IBM company participated.…”