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  • 1.
    Conti, Eugenio
    Högskolan Dalarna, Akademin Industri och samhälle, Turismvetenskap.
    Nature-based tourism and experience value co-creation on Instagram2018Konferensbidrag (Refereegranskat)
  • 2.
    Conti, Eugenio
    et al.
    Högskolan Dalarna, Akademin Industri och samhälle, Turismvetenskap. European Tourism Research Institute (ETOUR), Mid Sweden University.
    Lexhagen, Maria
    European Tourism Research Institute (ETOUR), Mid Sweden University.
    Instagramming nature-based tourism experiences: a netnographic study of online photography and value creation2020Ingår i: Tourism Management Perspectives, ISSN 2211-9736, E-ISSN 2211-9744, Vol. 34, artikel-id 100650Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this research is to explore the role of online photography in creating experience value in nature-based tourism, and what types of experience value are conveyed through photography-based user-generated content. The paper draws from existing literature in defining tourism experience value as a subjective, inter-subjective and inter-contextual construct, performed by situated valuation practices. Consequently, the paper presents interpretive and participatory netnography as an effective method to investigate experience value, and identifies online photography on Instagram as both a valuing practice and a valuing place. Results show the capability of online photography-based UGC to create multidimensional values from strategic combinations of textual and visual content. Simultaneously, new dimensions of experience value are introduced, which exist beyond single tourism experiential encounters, but critically contribute to an iterative experience valuation. Finally, Instagram posts introduce valuation timelines that can elude linear models of pre/in-situ/post-experience valuation, and assume subjective and fluid connotations.

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  • 3.
    Conti, Eugenio
    et al.
    Högskolan Dalarna, Akademin Industri och samhälle, Turismvetenskap.
    Lexhagen, Maria
    Investigating tourists’ valuations of nature-based experiences through online photography2019Konferensbidrag (Refereegranskat)
  • 4.
    Conti, Eugenio
    et al.
    Högskolan Dalarna, Akademin Industri och samhälle, Turismvetenskap.
    Lexhagen, Maria
    Valuing Nature on Instagram2018Konferensbidrag (Refereegranskat)
  • 5.
    Dafgård, Lena
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    How do we optimise the communication situation in desktop conferencing technologies as Zoom?2020Ingår i: Pedaforum 2020 Oulu 20-21.8.2020.: Pedaforum 2020 Abstraktikirja. Pedaforum 2020 Abstract book., 2020, s. 107-107Konferensbidrag (Refereegranskat)
    Abstract [en]

    One important difference between distance and campus education is that campus education is built on faceto-face-meetings, while in distance education, teacher and students seldom meet physically or not at all. Furthermore, the easiest way to communicate at a distance is with text-based communication. Therefore, distance education might be perceived as less personal and distance students can feel isolated due to lack of personal interaction and when the social environment is lacking.

    In the face-to-face situation, speech is simultaneously completed with non-verbal cues as gestures, facial expressions, signs, and tone of voice, modulating the verbal message for increased understanding. These non-verbal cues are expected and if they are lacking, the situation can be perceived as awkward and unnatural, which results in uncertainty and communication difficulties.

    One of the most important reasons for using desktop conferencing technologies as Zoom is to bridge the geographical gap between teacher and students and replace face-to-face meetings. However, the use of technologies, as e.g. Zoom, changes the whole teaching and learning situation. Both possibilities and limitations emerge, which have to be considered. How much of the actual physical presence that can be transferred by the technology, e.g. by Zoom, is related to social presence. Social presence is important for creating a good communication and learning situation.

    How do we optimise the communication situation in Zoom?

    Suggestions: Make use of the possibilities of Zoom and have the camera on. Aim at maintaining eye-contact with participants by looking into the camera instead of looking at them on the screen. Place yourself in the middle of the screen and make sure that your head and shoulders are visible. Use a background that does not disturb the participants’ concentration. Take a posture that gives an impression of interest and show feedback in facial expressions, by nodding etc. Create a social environment with small-talk before the lesson starts, use collaborative assignments, and give everybody a possibility to interact. Findings indicate that social presence is so important that teachers find it difficult to record lectures without the presence of students as eye-contact and students’ feedback in facial expressions and body gestures are lacking.

  • 6.
    Eriksson, Per Erik
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Bildproduktion. Mälardalen University.
    Eriksson, Yvonne
    Mälardalen University.
    Swenberg, Thorbjörn
    Högskolan Dalarna, Akademin Humaniora och medier, Bildproduktion. Mälardalen University.
    Johansson, Peter
    Mälardalen University.
    Media instructions and visual behavior: An eye-tracking study investigating visual literacy capacities and assembly efficiency2014Ingår i: Analyzing Cognitive Processes during Design: Proceedings of the HBiD 2014 / [ed] Mirko Meboldt, Sven Matthiesen, Petra Badke-Schaub, Quentin Lohmeyer, 2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    This pilot study aims at illuminating human visual behavior in the interaction with pictorial instructions. The study is a multi disciplinary effort and is informed by the connection between gaze and attention as well as certain aspects of the Visual Literacy field and reveals a few basic visual behavior tendencies related to certain specific pictorial instruction types. By doing so, it is also an evaluation of the usefulness of a methodological framework consisting of six measures.The analysis of this paper is primarily based on eye-tracking data. In addition, an observed assembly that generated video and sound recordings is also part of the method. In the study 12 Film/TV- production students (out of which there is complete data from 9 informants) interacted with three types of types of visual instructions of the same assembled object, a solar powered toy.

  • 7.
    Kania Lundholm, Magdalena
    Högskolan Dalarna, Institutionen för kultur och samhälle, Sociologi.
    Facing challenges: debate and research on old age and digitalization in Sweden2023Ingår i: Medien & Altern. Zeitschrift für Forschung und Praxis, ISSN 2195-3341, Vol. 21, s. 59-65Artikel i tidskrift (Övrigt vetenskapligt)
  • 8. Lexhagen, Maria
    et al.
    Conti, Eugenio
    Högskolan Dalarna, Institutionen för kultur och samhälle, Turismvetenskap.
    Instagramming2022Ingår i: Encyclopedia of Tourism Management and Marketing, Edward Elgar Publishing, 2022Kapitel i bok, del av antologi (Refereegranskat)
  • 9.
    Viberg, Olga
    et al.
    KTH.
    Berg, Lovisa
    Högskolan Dalarna, Akademin Humaniora och medier, Arabiska.
    Blended Language Learning: A Thematic Overview of the Most Highly Cited Research2018Ingår i: Blended Language Learning: International Perspectives on Innovative Practice / [ed] Dr. Agnieszka Palalas, China Central Radio & TV University Press Co. Ltd , 2018Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter sets out to give an introduction to the blended language learning (BLL) research domain through an analysis of the most impactful BLL research as measured by Harzing’s Publish and Perish software. After an initial outline of the field of BLL and its development, the chapter discusses the research methods and approaches applied in the selected articles and demonstrates that a majority of the articles use a descriptive approach and the dominating method is interpretative studies. The chapter then goes on to analyse the themes of the articles and divides them in to six sections: students’ readiness for BLL, teachers’ perceptions of BLL, learner autonomy and self-regulated learning, second language acquisition, technology and BLL design. Finally, we offer future research directions in order to increase the sustainability of BLL, both as the field of practice and the research area. Overall the 41 reviewed studies present a substantial case for the benefits of BLL. However, to ensure the sustainability of BLL design and thus the generalisability of the research findings further BLL designers and researchers need to apply firm theories.

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