{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,30]],"date-time":"2026-04-30T18:22:26Z","timestamp":1777573346869,"version":"3.51.4"},"reference-count":22,"publisher":"SAGE Publications","issue":"2","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["EFI"],"published-print":{"date-parts":[[2023,6,15]]},"abstract":"<jats:p>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.<\/jats:p>","DOI":"10.3233\/efi-230024","type":"journal-article","created":{"date-parts":[[2023,6,13]],"date-time":"2023-06-13T10:10:49Z","timestamp":1686651049000},"page":"155-172","source":"Crossref","is-referenced-by-count":2,"title":["An open educational resource for doing netnography in the digital arts and humanities"],"prefix":"10.1177","volume":"39","author":[{"given":"Fredrik","family":"Hanell","sequence":"first","affiliation":[{"name":"Department of Cultural Sciences, Linnaeus University, V\u00e4xj\u00f6, Sweden"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Pernilla Jonsson","family":"Severson","sequence":"additional","affiliation":[{"name":"Department of Media and Journalism, Linnaeus University, Kalmar, Sweden"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","reference":[{"issue":"1","key":"10.3233\/EFI-230024_ref1","doi-asserted-by":"publisher","first-page":"21","DOI":"10.1080\/19359705.2014.910853","article-title":"Postpartum depression in an online community of lesbian mothers: Implications for clinical practice","volume":"19","author":"Alang","year":"2015","journal-title":"Journal of Gay & Lesbian Mental Health"},{"issue":"3","key":"10.3233\/EFI-230024_ref2","doi-asserted-by":"publisher","first-page":"319","DOI":"10.1080\/00131911.2019.1566208","article-title":"Self-regulated learning in MOOCs: Lessons learned from a literature review","volume":"72","author":"Alonso-Menc\u00eda","year":"2020","journal-title":"Educational Review"},{"issue":"5","key":"10.3233\/EFI-230024_ref3","doi-asserted-by":"publisher","first-page":"551","DOI":"10.1177\/0891241617702960","article-title":"Digital methods for ethnography: Analytical concepts for ethnographers exploring social media environments","volume":"47","author":"Caliandro","year":"2018","journal-title":"Journal of Contemporary Ethnography"},{"key":"10.3233\/EFI-230024_ref4","unstructured":"Carlsson, H., & Hanell, F. 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