Layer | Primary Purpose | Aspects of Focus | Main Methods | Secondary Benefits |
---|---|---|---|---|
Cognitive Behavior | Â | Â | Â | Â |
Self-government Pattern | Identify the level of affinity to work remotely and in virtual teamwork | Reflect different ways in which people can organize or govern themselves | Sternberg’s Thinking Style Inventory (TSI) | Identify group behaviors considering Theory of Group Dynamics |
Learning Pattern | Identify individual’s learning preferences to determine the ideal environment in which knowledge can be processed better | Identify tendencies to learn and process knowledge with specific empathy and effectiveness for hypermedia tools | Felder and Silverman’s Learning Style Model (FSLSM) | In-depth investigation of learning style characteristics could also improve pedagogical models, supporting more effective and personalized online learning |
Personal Behavior | Identify self-efficacy. Motivation and performance are determined by how successful people believe they can be | Develop and improve self-efficacy beliefs in teams by focusing on four primary sources | General Self-Efficacy Scale (GSE) | Recognize the importance of the environment in determining behavior |
Community Behavior | Identify a sense of ‘belonging’ and the concrete experience of social networks | Refer to accessed social resources instead of occupational prestige | The Resource Generator | Evaluate the desire for making/discovering new contacts |
 |  |  |  | Integration of different types of relationships |
 |  |  |  | Expectation and propensity to mobilize social resources |
Online Behavior | Assess interaction with others with regard to mediatic interfaces | Assess various levels of social presence from simple co-presence to more intense feelings of psychological and behavioral accessibility and interaction | Networked Minds Social Presence Inventory | Assess intentions and moods when using collaborative virtual environments and artificial intelligence |