scholarly journals Co-creating communities: Fandoms in tourism spaces

2021 ◽  
Author(s):  
Ina Reichenberger ◽  
Karen Smith
Keyword(s):  
Popular Culture ◽  
Conceptual Framework ◽  
Sense Of Community ◽  
Sense Of Belonging ◽  
Community Building ◽  
Face To Face ◽  
Empirical Verification ◽  
Common Interests ◽  
Inherent Part

© The Author(s) 2019. Fandoms as expressions of popular culture are characterized by common interests and a sense of belonging and community. Creating and participating in communities is an inherent part of fandom, with tourism providing spaces for this community building to occur face to face. Overlaps between tourism and fandoms have been identified in popular culture (e.g. film tourism contexts); previous research, however, is characterized by disciplinary fragmentation and ambiguous transferability. This article introduces a conceptual framework of fan-based community co-creation, taking into account different intensities of fan involvement as well as factors that contribute to a psychologically perceived sense of community. The framework’s applicability to on-site tourism activities and fan-based events is illustrated, and recommendations for its empirical verification are provided.

scholarly journals Co-creating communities: Fandoms in tourism spaces

2021 ◽  
Author(s):  
Ina Reichenberger ◽  
Karen Smith
Keyword(s):  
Popular Culture ◽  
Conceptual Framework ◽  
Sense Of Community ◽  
Sense Of Belonging ◽  
Community Building ◽  
Face To Face ◽  
Empirical Verification ◽  
Common Interests ◽  
Inherent Part

© The Author(s) 2019. Fandoms as expressions of popular culture are characterized by common interests and a sense of belonging and community. Creating and participating in communities is an inherent part of fandom, with tourism providing spaces for this community building to occur face to face. Overlaps between tourism and fandoms have been identified in popular culture (e.g. film tourism contexts); previous research, however, is characterized by disciplinary fragmentation and ambiguous transferability. This article introduces a conceptual framework of fan-based community co-creation, taking into account different intensities of fan involvement as well as factors that contribute to a psychologically perceived sense of community. The framework’s applicability to on-site tourism activities and fan-based events is illustrated, and recommendations for its empirical verification are provided.

scholarly journals Co-creating communities: Fandoms in tourism spaces

2019 ◽  
Vol 20 (2) ◽  
pp. 166-181
Author(s):  
Ina Reichenberger ◽  
Karen A Smith
Keyword(s):  
Popular Culture ◽  
Conceptual Framework ◽  
Sense Of Community ◽  
Sense Of Belonging ◽  
Community Building ◽  
Face To Face ◽  
Empirical Verification ◽  
Common Interests ◽  
Inherent Part

Fandoms as expressions of popular culture are characterized by common interests and a sense of belonging and community. Creating and participating in communities is an inherent part of fandom, with tourism providing spaces for this community building to occur face to face. Overlaps between tourism and fandoms have been identified in popular culture (e.g. film tourism contexts); previous research, however, is characterized by disciplinary fragmentation and ambiguous transferability. This article introduces a conceptual framework of fan-based community co-creation, taking into account different intensities of fan involvement as well as factors that contribute to a psychologically perceived sense of community. The framework’s applicability to on-site tourism activities and fan-based events is illustrated, and recommendations for its empirical verification are provided.

scholarly journals ZOOMing into a Community: Exploring Various Teaching Practices to Help Foster Sense of Community and Engagement in Emergency Remote Teaching

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Nesrin Bakir ◽  
Krystle Phirangee
Keyword(s):  
Sense Of Community ◽  
Social Constructivism ◽  
Sense Of Belonging ◽  
Online Teaching ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Instructional Delivery ◽  
Delivery Mode ◽  
Face To Face ◽  
The Social

Educators across the world have been forced to shift their courses online due to the COVID-19 pandemic. As face-to-face courses become online courses during this unprecedented time, instructors are thrown into emergency remote teaching (ERT). Where online learning involves “experiences that are planned from the beginning and designed to be online, emergency remote teaching (ERT) is a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances…[which], will return to that [original] format once the crisis or emergency has abated” (Hodges, Moore, Lockee, Trust, & Bond, 2020, para 13). The instructional demands of ERT can be overwhelming in that many instructors are trying to navigate new online teaching approaches to ensure their students have a sense of community (SoC), that is a sense of belonging and interactivity, and are still engaged, motivated, and involved in the course. Zoom, a cloud-based video conferencing platform, has boomed in popularity becoming the go-to tool many instructors use to host, facilitate, and integrate within their course, as well as to ensure a SoC is fostered and maintained. Guided by the social constructivism theory and community of inquiry (CoI) model, this quick hits piece, aims to answer the question: In what ways might Zoom foster and sustain a SoC community in ERT? 

Relational cultivation strategies and community building on Fortune 500 company corporate blogs

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tugce Ertem-Eray ◽  
Eyun-Jung Ki
Keyword(s):  
Public Relations ◽  
Sense Of Community ◽  
Communication Channel ◽  
Community Building ◽  
Online Communication ◽  
Fortune 500 ◽  
Content Type ◽  
The Public ◽  
Fortune 500 Companies ◽  
Corporate Blogs

PurposeAs the number of corporate blogs has continued to increase over the years, this study examines the use of relationship cultivation strategies of Fortune 500 companies on their corporate blogs. Moreover, it focuses on how companies use corporate blogs as interactive online communication channels to create a sense of community among their publics.Design/methodology/approachA content analysis of Fortune 500 company corporate blogs was conducted to examine the use of relational cultivation strategies and their methods of promoting a sense of community.FindingsFindings indicate that networking and sharing tasks are used most frequently among all relational cultivation strategies on corporate blogs, and that there are statistically significant differences among industries for using relationship cultivation strategies on corporate blogs. The most frequently used dimension of sense of community on corporate blogs is shared emotional connection.Originality/valueStudies analyzing social media as public relations tools have not yet focused on community building. In fact, few studies have examined the community building aspect of corporate blogs in the public relations field. To fill this gap, this study focuses on community building and analyzes how companies use corporate blogs as an interactive online communication channel to create a sense of community among their publics.

scholarly journals Developing Teaching Presence in Online Learning Through Shared Stakeholder Responsibility

2017 ◽  
pp. 151-177
Author(s):  
Carol Johnson ◽  
Noha Altowairiki
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Conceptual Framework ◽  
Online Teaching ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Extensive Literature ◽  
Online Instructors ◽  
Face To Face ◽  
Community Of Inquiry Framework

Transitioning from a face-to-face teaching environment to online teaching requires a shift in paradigm by stakeholders involved (i.e., instructors and students). This chapter provides an extensive literature review to help novice online instructors understand the nature of online teaching presence to help position their students towards more active participation. Premised on the Community of Inquiry framework (Garrison, Anderson & Archer, 2000) and constructivism, we highlight a conceptual framework of four iterative processes for developing online teaching presence: preparations for facilitation, designing the facilitation, implementing the facilitation, and assessing the facilitation. Based on this framework, strategies are articulated for overcoming the challenges of online learning through shared stakeholder responsibility.

An evaluation of the online post-diagnostic groups facilitated by the autism spectrum condition service at Gloucestershire Health and Care NHS

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Victoria Anne Hatton ◽  
Ming Xuan Lee
Keyword(s):  
Sense Of Belonging ◽  
Service Evaluation ◽  
Autism Spectrum ◽  
Support Network ◽  
Autism Spectrum Condition ◽  
Content Type ◽  
Face To Face ◽  
Spectrum Condition ◽  
Developmental Condition ◽  
Online Group

Purpose Autism spectrum condition (ASC) is a lifelong developmental condition. According to research, it is recommended that those diagnosed with ASC should be offered post-diagnosis support to explore their diagnosis (Punshow, Skirrow and Murphy, 2009). The ASC Diagnostic Assessment Service at Gloucestershire Health Care (GHC) NHS Foundation Trust offers an assessment service to adults (18+) located within Gloucestershire. All those who receive a diagnosis are then invited to a 7-week post-diagnostic group facilitated by the multidisciplinary team. This service evaluation aimed to evaluate the aforementioned group so that it can be improved upon and thus provide a better service for future clients. Design/methodology/approach In total, 14 participants (6 males, 8 females) were interviewed for the purpose of this evaluation following their attendance at these groups. Findings The interview transcripts then underwent thematic analysis with four themes identified; “Autistic Community”, “Experience of Being Part of an Online Group”, “Opportunity for Consolidation”, and “Design Considerations and Improvements”. Further sub-themes were also identified. Overall, the service evaluation identified that the group provided a platform for sharing experiences and gaining a sense of belonging. It also highlighted that individuals have different preferences for whether groups should be facilitated online or face-to-face, and also different preferences for the duration of sessions. Further analysis also revealed the suggestion that the final session, for family and friends, should be optional so that those without a support network, do not need to attend as this caused unease in some. Further findings were also identified. Originality/value To the authors’ knowledge, existing articles have only focused on the evaluation of the availability of post-diagnostic provision and autistic individuals’ general impression of it rather than an in-depth evaluation of a specific type of support.

The Power of Mahjong

2018 ◽  
pp. 181-205
Author(s):  
Di Wang
Keyword(s):  
Popular Culture ◽  
Municipal Government ◽  
Daily Life ◽  
Cultural Transformation ◽  
Individual Rights ◽  
Face To Face ◽  
Current Century ◽  
Socialist Morality ◽  
Political Economic

This chapter brings out conflicts among neighbors, examines the role of the Residential Committee in the neighborhood, observes the responses of the municipal government and official media concerning the city’s image. Mahjong brings us face to face with changes in daily life and popular culture at the turn of the current century, as daily life moves away from communist control and “socialist morality.” It also serves my argument that these changes reflect a much broader political, economic, social, and cultural transformation in which conflicts between individual rights and the collective interests have become prominent.

Teachers Conceptions and Approaches to Blended Learning

2018 ◽  
pp. 912-934
Author(s):  
Vicki Caravias
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Critical Review ◽  
Research Literature ◽  
Personality Types ◽  
Learning Needs ◽  
Face To Face ◽  
Online Technologies

This paper presents a critical review and synthesis of research literature in higher education exploring teachers' conceptions of blended learning and their approaches to both design and teaching. Definitions of blended learning and conceptual frameworks are considered first. Attention is given to Picciano's Blending with Purpose Multimodal framework. This paper builds upon previous research on blended learning and conceptual framework by Picciano by exploring how objectives from Picciano's framework affect teachers' approaches to both design and teaching in face-to-face and online settings. Research results suggest that teachers use multiple approaches including face-to-face methods and online technologies that address the learning needs of a variety of students from different generations, personality types and learning styles.

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