An Open Educational Resource for Doing Netnography in the Digital Arts and Humanities

Autor/inn/en	Hanell, Fredrik; Severson, Pernilla Jonsson
Titel	An Open Educational Resource for Doing Netnography in the Digital Arts and Humanities
Quelle	In: Education for Information, 39 (2023) 2, S.155-172 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8329
DOI	10.3233/EFI-230024
Schlagwörter	Open Educational Resources; Ethnography; Educational Technology; Humanities; Research Methodology; Electronic Learning; Social Experience; Participatory Research; Case Studies; Vignettes; Technology Integration; Communities of Practice + Suchen Sie Ihr Suchwort? Ethnografie; Unterrichtsmedien; Geisteswissenschaften; Humanwissenschaften; Research method; Forschungsmethode; Soziale Erfahrung; Forschungstätigkeit; Case study; Fallstudie; Case Study; Community
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01