Universal Journal of Educational Research Vol. 4(11), pp. 2568 - 2573
DOI: 10.13189/ujer.2016.041109
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Cognitive Presence and Effect of Immersion in Virtual Learning Environment


Ihor Katernyak 1, Viktoriya Loboda 2,*
1 UDL System, Ivan Franko National University of Lviv, Ukraine
2 Department of Pedagogical Education, Ivan Franko National University of Lviv, Ukraine

ABSTRACT

This paper presents the approach to successful application of two knowledge management techniques - community of practice and eLearning, in order to create and manage a competence-developing virtual learning environment. It explains how '4A' model of involving practitioners in eLearning process (through attention, actualization, attraction and action) can be exploited to overcome urgent knowledge gaps and master skills through both social and cognitive presence (cooperation and co-creation). In our case, each e-course or specific learning activity is viewed as an essential and topical event, which arouses certain emotions in the practitioners who take part in it, can feel immersed and get involved. 40% of e-course participants can feel arousal, 'drive' and have positive memorable eLearning experience, while almost every fourth practitioner can be 'actively immersed' in the virtual learning environment. The findings indicate that implementation of eLearning as event in the community of practice can be considered as successful approach to workplace learning.

KEYWORDS
Social and Cognitive Presence, Community of Practice, Elearning, Immersion, Virtual Learning Environment

Cite this paper
Ihor Katernyak , Viktoriya Loboda (2016). Cognitive Presence and Effect of Immersion in Virtual Learning Environment. Universal Journal of Educational Research, 4 , 2568 - 2573. doi: 10.13189/ujer.2016.041109.