WORK STATUS AND IMMERSIVE PRESENCE IN PARTICIPATORY VIRTUAL COMMUNITY
Journal Title: Role of Higher Education Institutions in Society: Challenges, Tendencies and Perspectives - Year 2014, Vol 1, Issue 3
Abstract
This article presents the model of self-regulated learning in participatory virtual community and research on identification the differences of work status, employment time and immersive presence in participatory virtual community between age groups, nature of employment, education, frequency of internet usage and other related factors in order to predict tendencies to self-regulated learning in nets. One hundred eighty two respondents having different labor conditions completed two surveys about their immersion, presence and self-regulated learning strategies in participatory web. Participatory virtual community is a concept, which is based on interactive internet structure of virtual members sharing membership, values, practices and collective goods; developing virtual relationships; having commitment and generalized reciprocity, and expecting to have a continuous virtual existence. Immersion is defined as complete involvement in a virtual activity; presence is defined as subjective experience of being in one place or environment even then one is physically situated in another (Witmer and Singer 1998). The construct of self-regulation refers to a degree to which learners can regulate aspects of their thinking and behavior during online learning (Pintrich and Zusho, 2002). Cronbach’s alpha was used to check the consistency of the surveys; factor analysis was employed for the construct validity. Study data showed that work status influence immersive presence; networking time management depends in work status; there is a work status difference of experiences participating in a virtual community; there is a growing dependence between immersive virtual involvement into activities and purposeful information search.
Authors and Affiliations
Judita Kasperiuniene, Sigitas Daukilas
Keywords
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- EP ID EP136956
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