| Matrix |
| Questionnaire |
Components |
| 1 |
2 |
3 |
4 |
5 |
| In which space would you prefer to interact with colleagues when solving a particular problem? In real with elements of virtual or in virtual with elements of real, as needed? |
,761 |
|
|
|
|
| Can you consider yourself a network personality? Yes/No |
-,652 |
|
|
|
|
| How often is educational interaction an event for you? Often/Never |
-,571 |
|
|
|
|
| To organize a productive educational interaction, would you rather choose a “live” teacher, or an “electronic” teacher? |
,551 |
|
,468 |
|
|
| Have you seen (before the conference) the definition of "network personality"? Yes/ No |
-,463 |
|
|
,413 |
,435 |
| Age? |
|
,862 |
|
|
|
| Teaching Experience? |
|
,853 |
|
|
|
| In our understanding: a person who is able to satisfy his own cognitive or communicative needs at the time of their occurrence or at the peak of interest is a network personality (the right to satisfy these needs is a value for such a person). At what age is the appearance of such a person possible? In the early age/ in the adult age |
|
-,516 |
-,478 |
|
|
| Who, in your opinion, can be the subject of educational interaction? Individual or collective subject/ artificial intelligence |
|
|
|
|
|
| How often is educational interaction a situation for you? Often/ Never |
|
|
,752 |
|
|
| When organizing your professional activity, do you take into account the appearance of such a phenomenon as “network personality” today? Yes/No |
|
|
|
,786 |
|
| The scope of your teaching activity? |
|
|
|
-,607 |
|
| When solving professional problems, which of the subjects do you refer first? To an individual or collective subject/to artificial intelligence |
|
|
|
|
|
| How often is educational interaction an episode for you? Often/Never |
|
|
|
|
-,562 |
| What is of paramount importance to you when organizing educational interaction? Process/ Result |
|
|
-,438 |
|
-,511 |
