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An open educational resource for doing netnography in the digital arts and humanities.

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Title: An open educational resource for doing netnography in the digital arts and humanities.
Authors: Hanell, Fredrik1 fredrik.hanell@lnu.se, Severson, Pernilla Jonsson2
Source: Education for Information. 2023, Vol. 39 Issue 2, p155-172. 18p. 1 Color Photograph, 3 Graphs.
Subject Terms: *Open educational resources, *Computer art, Humanities, Digital technology, Social interaction
Abstract: As a part of the DiMPAH-project, the authors have developed an open educational resource (OER) on netnography. In this paper, the OER is presented and critically discussed as the broader problem identified during course-development is made explicit and explored through two research questions: 1) How can an OER be designed that positions netnography as a viable methodology for the digital humanities? 2) How can an OER be designed that theoretically and methodologically combines both quantitative and qualitative approaches for doing netnography? An up-to-date theoretical overview of netnography as a methodology for studying social experiences online is provided. Methodological considerations are presented, aimed for sensitizing students to nuances of active (participatory) and passive (non-participatory) netnography through two analytical concepts. The OER is presented through three case studies and a learning scenario offering flexible and authentic technology-integrated learning. Netnography is found to contribute to the digital humanities, overall characterized by method-driven and quantitative approaches, with reflexivity and a potential for critical research and pedagogy. The two analytical concepts community-based netnography and consociality-based netnography allow for a nuanced methodological understanding of how and when qualitative and quantitative approaches should be employed, and how they may complement each other. [ABSTRACT FROM AUTHOR]
Copyright of Education for Information is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: An open educational resource for doing netnography in the digital arts and humanities.
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  Data: <searchLink fieldCode="AR" term="%22Hanell%2C+Fredrik%22">Hanell, Fredrik</searchLink><relatesTo>1</relatesTo><i> fredrik.hanell@lnu.se</i><br /><searchLink fieldCode="AR" term="%22Severson%2C+Pernilla+Jonsson%22">Severson, Pernilla Jonsson</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Education+for+Information%22">Education for Information</searchLink>. 2023, Vol. 39 Issue 2, p155-172. 18p. 1 Color Photograph, 3 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Open+educational+resources%22">Open educational resources</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+art%22">Computer art</searchLink><br /><searchLink fieldCode="DE" term="%22Humanities%22">Humanities</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink>
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  Group: Ab
  Data: As a part of the DiMPAH-project, the authors have developed an open educational resource (OER) on netnography. In this paper, the OER is presented and critically discussed as the broader problem identified during course-development is made explicit and explored through two research questions: 1) How can an OER be designed that positions netnography as a viable methodology for the digital humanities? 2) How can an OER be designed that theoretically and methodologically combines both quantitative and qualitative approaches for doing netnography? An up-to-date theoretical overview of netnography as a methodology for studying social experiences online is provided. Methodological considerations are presented, aimed for sensitizing students to nuances of active (participatory) and passive (non-participatory) netnography through two analytical concepts. The OER is presented through three case studies and a learning scenario offering flexible and authentic technology-integrated learning. Netnography is found to contribute to the digital humanities, overall characterized by method-driven and quantitative approaches, with reflexivity and a potential for critical research and pedagogy. The two analytical concepts community-based netnography and consociality-based netnography allow for a nuanced methodological understanding of how and when qualitative and quantitative approaches should be employed, and how they may complement each other. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Education for Information is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3233/EFI-230024
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      – Code: eng
        Text: English
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              Text: 2023
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