E. mokymasis suprantamas kaip mokymosi medžiaga, kurią galima pasiekti pasinaudojant informacijos ir komunikacijos technologijomis. E. mokymosi aplinka įgalina naudoti daug multimedijos elementų. Įvairios interaktyvios pateiktys, testai ar šiaip interaktyviai aiškinamos užduotys ir yra tas arsenalas, kuris palengvina ir sukuria žaismingą atmosferą besimokantiesiems. Virtualioje erdvėje patalpinti mokymosi kursai paprastai būna praturtinti lentelėmis, grafikais, iliustracijomis, tačiau ne visada išnaudojami multimedijos priemonių privalumai, leidžiantys geriau įsisavinti medžiagą, sustiprinti profesinį supratimą, efektyvinti teikiamą kursą, modernizuoti studijų procesą. Nuotolinio mokymosi kursuose naudojama multimedija nėra interaktyvi, dinamiška, leidžianti besimokančiajam pasijusti aktyviu dalyviu, o ne pasyviu stebėtoju. Sparčiai vystantis kompiuterinėms ir internetinėms technologijoms e. mokymasis tapo labai svarbiu mokymosi metodu, atsirado multimedijos priemonių, didinančių mokymosi efektyvumą, poreikis. E. mokymosi kursuose naudojamų multimedijos priemonių interaktyvumas leidžia besimokančiajam pasijusti aktyviu dalyviu. Alytaus kolegijoje realizuotas studijų modernizavimo modelis leidžia lanksčiau, patraukliau, efektyviau organizuoti studijas, o studentams įgyti bendravimo ir bendradarbiavimo įgūdžių. Realizuota e. mokymosi priemonė yra naudinga besimokantiesiems, siekiantiems žinių ir įgūdžių, būtinų ruošiantis profesinei veiklai leidybos srityje. E. mokymosi... [toliau žr. visą tekstą] / E-learning is understood as material of learning which you can achieve by using information and communication technologies. E-learning environment enables to use many elements of Multimedia. Various interactive slides presentation, tests or other interactively explained tasks are the arsenal which release and creates playful atmosphere for students. Learning courses in virtual space usually are enriched by tables, diagrams, illustrations, but seldom all benefits of Multimedia means are used, wich enables better realization of material, and strengthen professional understanding, making a course more effective and modern process of the studies. Multimedia which is now used in distant learning courses is not interactive, dynamic, and involving students as active participants, but not as passive observers. Fast developing of computer and internet technologies influenced E-learning a lot. E-learning became very important method of learning, stronger needs occured for Multimedia means, which increase efectiveness of learning. Interactiveness of Multimedia means used in E-learning courses enables a student to feel as an active participant. The modernization of studies model realized in Alytus college allows to organize more flexible studies, more attractive, more effective and enables a student to acquire communication and collaboration skills. This realized electronical mean is especially useful for those students who seake knowledge and skills, necessary for professional... [to full text]

Muziejaus edukacinė veikla, kaip mokslinio tyrimo objektas, ypač Lietuvoje, yra dar labai mažai nagrinėta, taigi disertacinis muziejinės edukacijos tyrimas yra reikšmingas tolimesnei muziejinės edukacijos plėtrai. Tyrimui atlikti pasirinkta klasikinės grindžiamosios teorijos strategija, suteikianti tyrėjui galimybę, konceptualizuojant tyrimo duomenis, „iškelti“ teoriją, atskleidžiančią pagrindinį rūpestį ir paaiškinančią, kaip jis yra sprendžiamas. Tyrime taikyti duomenų rinkimo metodai (interviu, stebėjimas, neformalūs pokalbiai, virtualūs komentarai, rašinėliai, piešiniai, dokumentai) ir klasikinės grindžiamosios teorijos procedūrų taikymas padėjo atskleisti, kad pagrindinį rūpestį muziejinėje edukacijoje kelia nuobodulys. Nuobodulio problema muziejinėje edukacijoje yra sprendžiama nardinančiu interaktyvumu, kurio pagrindu ir suformuota grindžiamoji teorija: Nardinantis interaktyvumas muziejinėje edukacijoje. Šioje teorijoje yra atskleidžiami plūduriavimo ir pasinėrimo procesai, paaiškinantys šiuolaikinę muziejinę edukaciją. Plūduriavimą, kaip paviršinės muziejinės edukacijos procesą, atskleidžia nuobodulio rato įsukimas, kai sprendžiant nuobodulio problemą, siekiama išvengti nuobodulio aktyvinimu, kuris veda prie perdozavimo ir lemia grįžimą į pradinę nuobodulio būseną. Tuomet muziejaus lankytojas tarsi plūduriuoja muziejinės edukacijos paviršiuje, kas veda prie dalinio ir laikino nuobodulio problemos sprendimo bei skatina muziejaus lankytojus ateityje labiau vengti... [toliau žr. visą tekstą] / Museum education as the subject of scientific research has been little analyzed, especially in Lithuania, thus, the dissertation research on museum education is significant for further development of museum education. The strategy of classic grounded theory was selected for research. It provides the possibility to researcher to “emerge” the theory, which reveals the main concern and explains how it is solved, by conceptualizing the data of research. The data collection methods (interviews, observation, informal conversations, virtual comments, essays, drawings, documents), used in research, and application of procedures of classic grounded theory helped to reveal that the main concern in museum education is boredom. The problem of boredom in museum education is solved by submerging interactivity on the basis of which the grounded theory is formed: submerging interactivity in museum education. The processes of floating and immersing, which explain a modern museum education, are revealed in this theory. Floating as process of superficial museum education is disclosed by turning the wheel of boredom (when solving the boredom problem, it is sought to avoid boredom by activation, which leads to overdosing and results in return to initial condition of boredom). Then it seems that museum visitor floats on the surface of museum education, which leads to partial and temporal solving of boredom problem and promotes museum visitors to avoid museum even more in the future. Immersing... [to full text]

Museum education as the subject of scientific research has been little analyzed, especially in Lithuania, thus, the dissertation research on museum education is significant for further development of museum education. The strategy of classic grounded theory was selected for research. It provides the possibility to researcher to “emerge” the theory, which reveals the main concern and explains how it is solved, by conceptualizing the data of research. The data collection methods (interviews, observation, informal conversations, virtual comments, essays, drawings, documents), used in research, and application of procedures of classic grounded theory helped to reveal that the main concern in museum education is boredom. The problem of boredom in museum education is solved by submerging interactivity on the basis of which the grounded theory is formed: submerging interactivity in museum education. The processes of floating and immersing, which explain a modern museum education, are revealed in this theory. Floating as process of superficial museum education is disclosed by turning the wheel of boredom (when solving the boredom problem, it is sought to avoid boredom by activation, which leads to overdosing and results in return to initial condition of boredom). Then it seems that museum visitor floats on the surface of museum education, which leads to partial and temporal solving of boredom problem and promotes museum visitors to avoid museum even more in the future. Immersing... [to full text] / Muziejaus edukacinė veikla, kaip mokslinio tyrimo objektas, ypač Lietuvoje, yra dar labai mažai nagrinėta, taigi disertacinis muziejinės edukacijos tyrimas yra reikšmingas tolimesnei muziejinės edukacijos plėtrai. Tyrimui atlikti pasirinkta klasikinės grindžiamosios teorijos strategija, suteikianti tyrėjui galimybę, konceptualizuojant tyrimo duomenis, „iškelti“ teoriją, atskleidžiančią pagrindinį rūpestį ir paaiškinančią, kaip jis yra sprendžiamas. Tyrime taikyti duomenų rinkimo metodai (interviu, stebėjimas, neformalūs pokalbiai, virtualūs komentarai, rašinėliai, piešiniai, dokumentai) ir klasikinės grindžiamosios teorijos procedūrų taikymas padėjo atskleisti, kad pagrindinį rūpestį muziejinėje edukacijoje kelia nuobodulys. Nuobodulio problema muziejinėje edukacijoje yra sprendžiama nardinančiu interaktyvumu, kurio pagrindu ir suformuota grindžiamoji teorija: Nardinantis interaktyvumas muziejinėje edukacijoje. Šioje teorijoje yra atskleidžiami plūduriavimo ir pasinėrimo procesai, paaiškinantys šiuolaikinę muziejinę edukaciją. Plūduriavimą, kaip paviršinės muziejinės edukacijos procesą, atskleidžia nuobodulio rato įsukimas, kai sprendžiant nuobodulio problemą, siekiama išvengti nuobodulio aktyvinimu, kuris veda prie perdozavimo ir lemia grįžimą į pradinę nuobodulio būseną. Tuomet muziejaus lankytojas tarsi plūduriuoja muziejinės edukacijos paviršiuje, kas veda prie dalinio ir laikino nuobodulio problemos sprendimo bei skatina muziejaus lankytojus ateityje labiau vengti... [toliau žr. visą tekstą]

The purpose of this study is to explore the Swedish site Funbeat which is a space dedicated to people who share an interest in exercising in general, and running in particular. By applying a netnographic analysis, I will investigate if Funbeat matches the criteria of a participatory culture and how the members manage to establish a collective intelligence within the community. In order to achieve this, I will analyze the interactivity between the participants which occurs in discussion threads concerning injuries related to running, in the sites discussion forum. The results will then be discussed in relation to previous research within the field for participatory culture, collective intelligence and interactivity. The outcome of the study revealed that Funbeat can be regarded as very good example of a participatory culture. By each member sharing their individual knowledge in matters regarding injuries, a collective intelligence was established. This knowledge has been acquired by personal experience, by consulting a physiotherapist or by sharing information which intend to serve as self-help for other members.

Four experiments are presented that explore social interactivity in a visually communicating species: the pigeon, Columba livia. A closed-loop teleprompter system was used to isolate, control and manipulate social contingency in a natural courtship interaction. Experiment 1 tested different ways to measure pigeon behaviour and developed an automatic method for measuring the pigeon’s circle walking display using motion energy analysis. In Experiment, 2 the subject’s courtship behaviour towards the video image of an opposite sex partner streamed live (Live), was compared with their behaviour towards a pre-recorded video image of the same partner (Playback). The only difference between the Live and Playback condition was the presence or absence of social contingency. The results showed that pigeons behaved interactively: their behaviour was determined, in part, by the social contingencies between visual signals. To investigate what types of social contingencies are behaviourally relevant, the effects of the partner’s facing direction and the timing of social contingencies on behaviour were investigated in Experiment 3 and 4, respectively. To manipulate partner facing direction, the camera was rotated so that the partner appears to be courting 90° away from the subject. To manipulate social timing, three time delays, 1, 3 and 9s, were implemented within the closed-circuit communication. In Experiment 4, the context-specificity of interactive behaviour was also investigated by testing behavioural sensitivity to social contingency and timing in both opposite sex and same sex social interactions. The results showed that the partner’s facing direction did not significantly influence behaviour, whereas the timing of social contingencies had a significant impact on behaviour: in courtship only. These findings suggest that temporal relations between display bouts in courtship are behaviourally relevant. A post hoc analysis was then used to evaluate the behavioural relevance of two social contingencies in particular: partner responsiveness and simultaneous display. The results showed that females may be sensitive to the male responsiveness in courtship. Also, simultaneous display appeared to create a perceptual interaction which acted to potentiate the courtship dynamic. These studies provide a basis for further developing the pigeon and its courtship behaviour as a model for visual communication. / Thesis (Ph.D, Neuroscience Studies) -- Queen's University, 2011-04-25 14:37:19.888

Interactivity research lacks consensus regarding the qualities and consequences of interactive experiences. Empirical proof is needed to substantiate the numerous interactivity theories and provide direction for new media technology developers. Specifically, there is a shortage of research on differences between user experiences of interactivity when technology enables communication versus when it does not. In addition, interactivity research is often confounded by the construct of presence. This study’s objectives included: 1) identifying qualities associated with interactive experiences; 2) disambiguating the constructs of interactivity and presence; and 3) developing a measure of perceived interactivity for VW research. The experimental design measured perceived interactivity and presence following completion of a simple task in the online Virtual World (VW) known as Second Life. It was hypothesized that both perceived interactivity and presence would be greater for subjects encountering avatars believed to be controlled by other people than for subjects encountering no other avatars in the VW. A total of 180 subjects from the University of Kentucky participated in a 2 by 4 factorial experiment. Perceived interactivity was measured by modifying McMillan and Hwang’s Measure of Perceived Interactivity for the VW context. Two essential qualities of interactive experiences were identified: Responsiveness and engagement. These qualities are characteristic of unmediated, FTF conversation, which was perceived as the most interactive communication context above technologies routinely described as interactive. Decreased responsiveness of technology at a second study venue caused significant decline in perceived interactivity, demonstrating the importance of a technology’s reaction speed and control provided to the user. Significant main effects for perceived interactivity due to encountering other avatars were confounded by interaction effects due to differences in technology responsiveness. Interactivity and presence appear to be separate psychological constructs which covary in the context of a new media experience. Implications and directions for future research are discussed.

Fast fashion retailers have faced a difficulty in translating in-store experiences to online experiences. Although online shopping is increasing, the in-store shopping is still very important for a superior shopping experience. Technology has had a major impact in making multichanneling retail more consistent, although there are gaps that technology can not fill. This study attempted to measure how consistent the customer experiences were online and in-store. Shopping experiences were measured with different concepts such as: flow, usability, interactivity, atmospherics and tactility. These concepts were measured separately in-store and online, in order to be compared. The purpose was to find out which concept is inconsistent so the authors could make recommendations for improvement to fast fashion retailers. The research approach was a mixed method approach and the chosen research design was cross sectional, using quantitative research to corroborate qualitative research findings. The results from a quantitative questionnaire of 263 experienced fast fashion consumers in Sweden show that the consistency varies between the concepts. The qualitative study was done at two occasions on a sample of six interviewees in each focus group, and gave a deeper understanding for why the shopping experience was or wasn't consistent. The qualitative results varied amongst the individuals and show that reasons for being inconsistent are intrusive salesmen, insufficient size measuring tools, long queues, lack of tactility and the most interesting of all: making better return and ordering policies. The future lies in making it easier to order online, in order for the consumer to be able to experience the product in real life, through staff-free fitting rooms and showrooms and such, rather than making the experience better online. The future seems to lie in solving the reverse of the start point of this study, namely translating online to in-store experiences.

The rapid changes in the world of online technology during the last two decades brought along new challenges and opportunities for public relations practitioners. Literature has proven that the interactive capabilities of web-based technology have the possibility to build and maintain relationships with stakeholders and create two-way symmetrical communication opportunities. One such technology is an intranet, which could have an immense impact on an organisation's internal communication environment. If managed and applied correctly the intranet has the possibility to build two-way symmetrical relationships with an organisation's internal stakeholders - often described as one of the organisation's most strategic stakeholder groups. In this applied research study, the contribution of an international mining organisation's intranet to internal two-way symmetrical communication was explored and described. An extensive literature study was conducted to determine how an intranet could contribute theoretically to two-way symmetrical communication. The empirical findings were obtained by means of two main research methods: a qualitative content analysis and semi-structured interviews with middle management employees. The content analysis described how the basic principles of two-way symmetrical communication were applied on the Lonmin Platinum intranet. The semistructured interviews with middle management explored and described how they perceived and used the intranet with regard to two-way symmetrical communication. It was concluded that the Lonmin intranet did not contribute to two-way symmetrical communication. A critical conclusion is that an intranet as a mediated communication medium could not contribute to two-way symmetrical communication if the internal communication climate does not facilitate the specific values related to the Excellence Theory and two-way symmetrical communication principles. Another conclusion is that Lonmin's intranet was too technologically focussed. There was no management of strategic communication or ownership, and as a result the intranet did not contribute to two-way symmetrical communication in the organisation. It is suggested that future studies describe the contribution of the Lonmin intranet to two-way symmetrical communication after the communication department had commenced with strategic intranet management. The relation between the contribution of the intranet to two-way symmetrical communication in the organisation and the general communication climate could also be explored in future research studies. / Thesis (M.A. (Communication Studies))--North-West University, Potchefstroom Campus, 2007.

The rapid changes in the world of online technology during the last two decades brought along new challenges and opportunities for public relations practitioners. Literature has proven that the interactive capabilities of web-based technology have the possibility to build and maintain relationships with stakeholders and create two-way symmetrical communication opportunities. One such technology is an intranet, which could have an immense impact on an organisation's internal communication environment. If managed and applied correctly the intranet has the possibility to build two-way symmetrical relationships with an organisation's internal stakeholders - often described as one of the organisation's most strategic stakeholder groups. In this applied research study, the contribution of an international mining organisation's intranet to internal two-way symmetrical communication was explored and described. An extensive literature study was conducted to determine how an intranet could contribute theoretically to two-way symmetrical communication. The empirical findings were obtained by means of two main research methods: a qualitative content analysis and semi-structured interviews with middle management employees. The content analysis described how the basic principles of two-way symmetrical communication were applied on the Lonmin Platinum intranet. The semistructured interviews with middle management explored and described how they perceived and used the intranet with regard to two-way symmetrical communication. It was concluded that the Lonmin intranet did not contribute to two-way symmetrical communication. A critical conclusion is that an intranet as a mediated communication medium could not contribute to two-way symmetrical communication if the internal communication climate does not facilitate the specific values related to the Excellence Theory and two-way symmetrical communication principles. Another conclusion is that Lonmin's intranet was too technologically focussed. There was no management of strategic communication or ownership, and as a result the intranet did not contribute to two-way symmetrical communication in the organisation. It is suggested that future studies describe the contribution of the Lonmin intranet to two-way symmetrical communication after the communication department had commenced with strategic intranet management. The relation between the contribution of the intranet to two-way symmetrical communication in the organisation and the general communication climate could also be explored in future research studies. / Thesis (M.A. (Communication Studies))--North-West University, Potchefstroom Campus, 2007.

This exploratory study provides a qualitative and quantitative report on the integration of a specific online information system into the science curriculum using authentic tasks in a class setting. It investigates how they use an online information database and tools to create meaning. An in-depth analysis was done to understand students&amp / #8217 / perceptions about the usability of a web-based learning tool used in science course, properties of a web-based learning tool, the quality of the content, and the structure of web-based instruction. It also aimed to explore the effects of the Web-based learning in a science course on students&amp / #8217 / achievement and attitudes toward science learning. The subjects of this study were 51 &Ouml / zel Bilim Okullari students in secondary school (6th, 7th and 8th grades) classes. It was conducted throughout the academic year of 2004-2005. The Science Achievement Test and attitude scales for science learning were given as pre-tests at the begging of academic year. They were given as post-tests and the students were interviewed in groups of five at the end of the academic year. The total time of using the web site of the course was kept by Web log-system. The quantitative findings of the study indicated that there were significant differences between the pre-tests and post-tests of the science achievement test and attitude scale. In addition, there were a positive relationship between the site usage time and achievement and attitude of the students towards science learning. The qualitative findings of this study showed that the amount of information supplied in the web site of the course, access to the Internet, doing assignments and taking online exams played important roles in students&amp / #8217 / science learning. However, the students did not prefer to use e-mails and chat rooms to collaborate with their fiends. They preferred to communicate face to face with their friends, and they preferred SMS because of ease of use. The results and the discussion set out in this study have some important implications for teachers and instructional designers. The study contributes to an understanding of online learning and provides a basis for empirical study of learners performing real educational tasks. The insights gained in this small-scale study will help teachers construct better online learning environments with regard to pedagogy and technological innovation.