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  • 1.
    Carlén, Urban
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Den ensamma löparens kollektiva meningsskapande på nätet: en förändrad löparkultur2016In: Idrottsforskaren informationsorgan för SVEBI, Svensk förening för beteendevetenskaplig idrottsforskning, no 3, p. 50-64Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Artikeln är indelad i tre övergripande avsnitt. Det första avsnittet är baserad på teorier om löpning utifrån skilda vetenskapliga studier om löpare och deras sociala praktiker med eller utan digitala verktyg, sociala medier och internet, samt hur forskning om löpare genomförts tidigare. Vidare presenteras den empiriska studiens inplacering som en social praktik bestående av ensamma löpare som deltar med stöd av ett socialt nätverk. Därefter följer ett andra avsnitt om resultatet från den empiriska studien vilken presenteras i form av övergripande berättelser om de tre teman som framkom i undersökningen. Artikeln avslutas med ett tredje avsnitt vilken utgör egna reflektioner.

  • 2.
    Carlén, Urban
    University of Gothenburg, University of Skövde.
    Letter from Urban Carlen: Online Learning Communities revisited: a critique of ‘the rationale of OLC2014In: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, ISSN 1741-8216 (online), Vol. 10, no 2, p. 5p. 142-146Article in journal (Other academic)
    Abstract [en]

    OLC revisited: a critique of ‘the rationale of OLC’ as creating a future vision of web-based communities – looking back on the research of web-based communities (WBC), which has been published in IJWBC for a period of ten years, it provides an impressing compilation of both depth and extent of scientific knowledge, and a fascinating rapid and exceptional development of web-based tools, and not least, a deepened understanding of the increasing digital competencies among people in networked societies. In my capacity as one of many researchers who have followed the progress of the journal, I am honored to celebrate the 10th Anniversary of International Journal of Web Based Communities(IJWBC) by writing a letter to you about my vision of the future research field. My vision of WBC takes its departure in a socio-cultural perspective that deals with three intertwined areas; the research approach, the development of tools, and themes of digital competence that concern online participation. My suggestions of future research of WBC are founded within the interplay between individuals and collectives of people communicating and using various tools situated in social practices, which I consider requires further examination. But first, I would like to take the opportunity to briefly reflect upon the article ‘The rationale of online learning communities’, published in 2005, volume 1 number 3 (Carlén and Jobring, 2005). We used the term online as it offered a mix of communication forms rather than exploring web-based environments only. However, in this letter, I intend to revisit the text and give some critique that will generate ideas for the research carried out in the future.

  • 3.
    Carlén, Urban
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Löpning i det digitala samhället: en förändrad löparkultur2016In: Idrottsforskaren : informationsorgan för SVEBI, Svensk förening för beteendevetenskaplig idrottsforskning, ISSN 0348-9787, no 3, p. 30-49Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    I denna populärvetenskapliga text kommer löpning som fysisk aktivitet att diskuteras och problematiseras utifrån vad som händer när allt fler löpare väljer att använda digitala verktyg och deltar i nätbaserade miljöer. Artikeln består av fyra sammanhängande avsnitt om löpningens sociala, kulturella och historiska dimensioner, användningen av sociala medier och internet, som en del i utvecklingenav en löparkultur, och som avslutas med egna reflektioner om den förändring som pågår i ett digitaliserat samhälle.

  • 4.
    Carlén, Urban
    et al.
    University of Skövde.
    Lindström, Berner
    Göteborg University.
    Design for Co-moderation in Online Learning Communities2012In: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, ISSN 1477-8394 (print), Vol. 8, no 4, p. 408-421Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to generate implications for organising co-moderation within online learning communities (OLCs) in higher education. Data have been collected from a larger empirical study of a professional OLC in general medicine. By using a social perspective on learning, undertaken as a transactional approach, co-moderation can be understood in shared actions, independently of roles. Results indicate how conditions for organising co-moderation emerge as a collaborative affair, by shifting the focus away from the moderator role towards continual discussions on how to participate online. The implications guide organisers and participants of OLCs to create co-moderation that maintains engagement. As students make progress in learning and online participation, they need to continually negotiate their involvement in such a way that further realises the contract created at the beginning of the course.

  • 5.
    Carlén, Urban
    et al.
    University of Skövde.
    Lindström, Berner
    Göteborg University.
    Informed design of educational activities in online learning communities2012In: Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching / [ed] Anders D. Olofsson, & J. Ola Lindberg, Hershey, Pennsylvania: IGI Global, 2012, p. 118-134Chapter in book (Refereed)
    Abstract [en]

    The aim of this chapter is to sketch design implications for organizing online educational activities in higher education that will intentionally engage medical students and professionals in the field together. When using an online forum, which is already embedded in the work practice, participants can build an online learning community (OLC) to discuss specialist subjects. This chapter is based on findings derived from a larger case study about participation in a professional OLC in general medicine. The proposal of an educational activity will complement numerous online activities with a more structured form of learning. As long as participants are challenged in learning about the specialist subject, they will contribute to the collective account. Online participation can be one way to foster students in becoming doctors. Together with qualified professionals, medicine students can create and sustain relationships over their professional careers.

  • 6.
    Carlén, Urban
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Maivorsdotter, Ninitha
    Högskolan i Skövde.
    Exploring the role of digital tools in running: the meaning-making of user-generated data in a social networking site2017In: Qualitative Research in Sport, Exercise and Health, ISSN 2159-676X, E-ISSN 2159-6778, Vol. 9, no 1, p. 18-32Article in journal (Refereed)
    Abstract [en]

    The aim of the study is to examine how runners make meaning of digitaltools in the dialogues published on a social networking site (SNS) createdby and for runners who choose to run alone. The study explores the digitaldata generated by the runners using global positioning systems, such as howmany kilometres have been covered, the average pace, the geographicallocation, the total climb, health information related to pulse rate and thenumber of calories burned. Some runners share this kind of data whenpublishing postings on the SNS. The empirical data consists of publishedpostings of visual graphs and photographs with comments in threadsretrieved from the online archives. A transactional approach and practicalepistemology analysis are employed to focus on and analyse the meaningmakingprocesses that are located in the social practices that the runnerscreate when participating online. The participants make meaning of digitaltools (such as sport watches and associated apps) by: (1) sharing detailsabout their running performances, (2) signalling their presence in the socialnetwork of lone runners and (3) planning running events. Digital informationis primarily used to reinforce the runners’ identity formation. The meaningmakingof digital tools thus becomes a way of highlighting an individual’ssocial affinity to a runners’ collective. Surprisingly, lone runners do notuse the performance-related feedback and health information offered bythe digital tools to enhance their running progress when participating inthe SNS.

  • 7.
    Carlén, Urban
    et al.
    University of Skövde.
    Maivorsdotter, Ninitha
    University of Skövde.
    The Meaning of "Running" Online2014Conference paper (Other academic)
    Abstract [en]

    Introduction: An online community has been created by and for Swedish runners who choose to run alone. AIM: The aim of the study is to examine how lonesome runners create meaning in regard to digital tools in relation to running as it appears in online social networks. This study will explore how these runners adopt mobile applications when running alone to register information, based on Global Positioning Systems (GPS) that generate feedback such as “performed kilometres”, “average pace”, “location”, “total climb”, “pulse rate” and “calories burned”. Method: Data material consists of postings and comments in threads derived from the online social networks as analyzed in a transactional approach. The data is defined as small stories in order to highlight the planned, imminent kind of narrative that render them distinct in relation to the lengthy, monologic narrative accounts elicited in social science research interviews. Findings: The main theme in runners use of digital tools is to show others/fellow online participants their running performance. Minor themes appearing in the stories are the credibility of measured information and a sense of community based on geographical location. Conclusion: Digital tools are used foremost to reinforce the runner identity. Runners make meaning of digital information as a way to highlight their social belonging: even if they are running alone they are a part of a community sharing the same experience online. Surprisingly, these runners do not use the performance-related feedback and health information offered by digital tools to enhance their progress in training and competition.

  • 8.
    Carlén, Urban
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Maivorsdotter, Ninitha
    University of Skövde.
    Understanding athlete's online participation: a ticket to qualitative research of online arenas in sport2017In: Digital qualitative research in sport and physical activity / [ed] Bundon, Andrea, London: Routledge, 2017, p. 59-79Chapter in book (Other academic)
  • 9.
    Hattinger, Monika
    et al.
    University West, Department of Engineering Science, Division of Production Systems.
    Carlén, Urban
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Byström, Erica
    Linköping University, Linköping .
    Bång, Åsa
    Mid Sweden University .
    Jansson, Anna
    University Gävle, Gävle .
    Johansson, Anders
    KTH Royal Institute of Technology, Stockholm.
    Novak, Jan
    Linaues University, Växjö.
    Collaboration for lifelong-learning and contract education: towards a competence development model2020In: VILÄR: 3–4 December 2020 University West,Trollhättan. Abstracts / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2020, p. 26-28Conference paper (Other academic)
    Abstract [en]

    Competence development and continuous lifelong learning are increasing due to skill transformations in the surrounding world which have an impact on workplaces. Upskilling, down-skilling, re-skilling, and the need of totally new skills are intensified that changes the conditions for a sustainable work practice. Old academic degrees need to be updated and for those lacking one, employees are required to build up academic credits. A constant knowledge and skills development of employees are therefore vital for the changed work conditions, meaning for both the organization and for the individual lifelong learning. In such situation, the university can play asignificant role for educating and supporting the working life with higher education in forms that are adjusted to organizational competence needs. With contract education - CE, the Swedish universities can educate staff for competence development on all educational levels, even those without an earlier academic degree. However, only organizations (including private companies and public authorities) can commission a service from a higher education institution. Individuals are not allowed to buy a course place, which is regulated through the jurisdiction of Uppdragsförordningen 2002:760. Despite the many possibilities with CE to collaborate with the surrounding society, it put pressures on the university toorganize, support and create new routines for the teaching and administrativepersonnel for the contract educational process of customer dialogue, needs inventory, course design, implementation, and follow-up on initiatives.

    Given such background, a collaborative development project between six universities in Sweden was conducted between November 2017 until January 2021. Overall aim was to increase the knowledge of CE by developing a collaborative model forcompetence development. The project was designed to enhance the knowledge informs of models, methods, and documentation in three development areas for CE; 1) organization and work processes, 2) customer dialogue, needs inventory and course design, and 3) incentives and collaboration skills. Both the conditions of the university’s internal abilities, restrictions, and structures (i.e., area 1) as well as the incentives and capabilities for external organizations (customers) involved in the activities (i.e., area 2), have been in focus. Area 3 concerned the teacher’s abilities to grant collaborative qualifications by teaching and engaging with external partners.

    In an initial case study of area 1 and 2, and we asked: What are the university conditions for organizing contract education, and how is the educational process directing and supporting the working life knowledge requirement?

    The second study focused on area 3 and we asked: How does the university grant collaboration skills and qualifications for teachers and leaders involved in contract education?

    Study one summarized eight universities responses showing that four universities have a centralized organization for running CE of which two universities have a university enterprise for CE. The other four universities are decentralized organized. It is not clear which organization is most beneficial. However, it seems that central functions are essential for a long-term external collaboration with key customers. The variation of administrative support is large, and there are also many universities lacking a full-fledge support organization for developing sustainable internal routines as well as external collaborations. When it comes to the educational process of routines for CE, most universities in the study show a very similar process, concerning the steps of curricula development, contract development, calculation, and student admission etc. However, there are various efficiency between the universities built on volume and experience of CE, which effect the time from initialization to evaluation of a CE course. The second and small document and interview study (six interviews) was targeting the teacher’s incitement, skills, and their ability to grant contract education work as accreditation in their professional academic career. This study shows that universities generally lack support for skills acquisition regarding “collaboration” skills both for professional development and further qualification. It also shows that the six included universities in the project, have diverse documentation and work practices for collaboration skills accreditation. However, this study and the project itself have pushed, the included universities to start up evaluation of their documents and routines around accreditation.

    A summary report for the whole project including a competence development model and methods and as well as findings from the two studies, raises the overarching need to develop the external collaboration university – working life, as well as knowledge about the university conditions for planning, developing, and running contract education as one successful competence model for lifelong learning. Contract education is therefore argued to support work-integrated and lifelong learning through collaborative forms between university and the working life.

  • 10.
    Lundh Snis, Ulrika
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Smidt, Hanne
    Högskolan Väst, Trollhättan (SWE).
    Carlén, Urban
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Ringsby Jansson, Bibbi
    University West, Study and Academic Support, Library and Educational Development.
    Certifiering av arbetsintegrerat lärande i högre utbildning2021In: VILÄR: 9-10 of December, 2021, University West, Trollhättan, 2021, p. 21-21Conference paper (Other academic)
    Abstract [sv]

    För att Sverige ska kunna konkurrera i den globala ekonomin måste våra studenter med examen från högre utbildning vara redo för en karriär i arbetslivet. För Högskolan Väst innebär detta att våra utbildningar ska utvecklas i samverkan med partners från omgivande samhälle för att kunna erbjuda ett relevant och attraktivt utbildningsutbud, som svarar mot arbetsmarknadens långsiktiga kompetensbehov. Vid Högskolan Väst görs detta strategiska arbete inom ramen för vår profil arbetsintegrerat lärande (AIL). För oss bygger AIL-profilen på att avancerad kunskap skapas på många håll i samhället och att teoretisk och praktisk kunskap är lika viktiga. Vi vill att våra studenter utvecklar förmågor och färdigheter som gör att de kan ingå i och driva hållbar samhällsutveckling i praktiken. För att uppnå en strategisk och kvalitativ utveckling av AIL beslutade Högskolan Västs styrelse att AIL-certifiera alla utbildningsprogram med ett tydligt hållbarhetsperspektiv. Kvalitetsprocessen kallas AIL-certifieringsprocessen, vars syfte är att säkerställa att alla studenter möts av och kritiskt kan reflektera kring till AIL, dess innehåll, värde och utmaningar utifrån ett hållbarhetsperspektiv. Denna studie presenterar erfarenheterna från två omgångar av AIL-certifieringar där 11 utbildningsprogram genomgått processen. Arbetet har inneburit utformning av kriterieområden för att kunna kvalitetssäkra kursplaner och utbildningsplaner utifrån olika kunskapsformer. En initial vägledningsmodell med kompletterande inspiration och stödstruktur till kriterieområdena har tagits fram. Resultatet visar på att det finns ett flertal olika typer av AIL-aktiviteter som återspeglar mångfalden av AIL i undervisningen och de sätt som utbildningar vid Högskolan Väst har relation till och samverkar med arbetsgivare och organisationer. Processen kom att präglas av kollegialitet och erfarenhetsutbyte vilket även resulterat i kvalitetsutvecklande aktiviteter inom program och kurser. Det långsiktiga bidraget är att ta fram ett kvalitetsramverk för AIL i högre utbildning med tydlig koppling till hållbar utveckling. Ett sådant kvalitetsramverk ska kunna spridas till fler lärosäten som systematiskt vill utveckla AIL som en tydlig kvalitetsdimension i högre utbildning. 

    Download full text (pdf)
    VILÄR2021
  • 11.
    Lundh Snis, Ulrika
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Smidt, Hanne
    University West, Study and Academic Support, Library and Educational Development.
    Fredriksson-Larsson, Ulla
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Tano, Ingrid
    University West, Department of Engineering Science, Division of Mathematics, Computer and Surveying Engineering.
    Påsse, Marie
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Carlén, Urban
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics.
    Linder, Johan
    NU Hospital Group,Trolhättan (SWE).
    Johansson, Kristina
    University West, School of Business, Economics and IT, Division of Real Estate, Economics and Society.
    Kvalitetsramverk för arbetsintegrerat lärande i högre utbildning (KAILU-project)2022Conference paper (Other academic)
  • 12.
    Lundh Snis, Ulrika
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics. NU Hospital Group (SWE).
    Smidt, Hanne
    University West, Study and Academic Support, Library and Educational Development.
    Carlén, Urban
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Fredriksson-Larsson, Ulla
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Påsse, Marie
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Linder, Johan
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Enhancing Quality through Work Integrated Learning and Collaboration Partnership2022In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 90-91Conference paper (Other academic)
    Abstract [en]

    For Sweden to be able to compete in the global economy, our students with a degree from higher education must be ready for a career in working life. Today's work life is facing a major ongoing transformation, characterized by increased complexity, higher specialization, and digitalization. This demands competencies beyond traditional theoretical knowledge, such as preparing for uncertainty and unknown outcomes (Barnett, 2000; Vallo Hult & Byström, 2021). Therefore, it is essential to engage students in learning to learn, i.e., lifelong learning so that the tools and methods for learning in higher education can also be developed through future work (Billett, 2014; Islind, Norström, Vallo Hult, & Ramadani Olsson, 2021). For University West, this means that our education programs must be developed in collaboration with industry partners from the surrounding society to provide arelevant and attractive education, which corresponds to the labour market's long-term competence needs. We want our students to develop abilities and skills that enable them to be part of and drive sustainable societal development in practice.

    Work Integrated Learning (WIL) is University West's overarching profile, based on the concept of advanced knowledge – characterized by complex problem solving – and the mutual acknowledgment of advanced knowledge within the academy and among its partners. What characterizes WIL at University West is that we have developed and refined a combination of different approaches over a long period, including research -based WIL, through fundamental learning concepts such as socio- cultural, critical and action-oriented learning theories. These influences have shaped WIL at University West into a dynamic and academic area of knowledge and subject. 

    In order to achieve a strategic and qualitative development of work-integrated learning, the University West Board decided to WIL-certify all educational programs with a clear sustainability perspective. The quality processis called the WIL certification process. It has now been developed at the university fortwo years.Experience andrefinements are ready to mature into an overall quality framework worth conceptualizing and disseminating to more universities that systematically want to develop WIL as an explicit quality dimension in higher educa tion. The project is still ongoing but have generated some preliminary findings and outcomes from the initial phase. Data collection activities include workshops and focus groups with selected participants from the target groups at the university (managers/prefects and teachers) as well as at the collaborative partner organization (managers and supervisors/mentors). The focus of the workshops was placed on capturing the participants understanding and perspectives on WIL as a concept, and to map the conditions for and experiences of conducting WIL in teaching and learning at work. We aim for identifying good (or less good) examples of WIL, what they are, how they are understood and why they are (or are not) important.

    The purpose of this paper is to describe the lessons learned so far and present a conceptual quality framework for WIL in higher education with a clear connection to sustainable development. The quality framework may function as a mediating “support object” between higher education institutions, industry partners, and actors in the surrounding society to promote WIL concepts and experiences in collaboration strategies.

  • 13.
    Lundh Snis, Ulrika
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics.
    Smidt, Hanne
    University West, Study and Academic Support, Library and Educational Development.
    Linder, Johan
    NU Hospital Group, Trollhättan (SWE).
    Carlén, Urban
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Johansson, Kristina
    University West, School of Business, Economics and IT, Division of Real Estate, Economics and Society.
    Fredriksson-Larsson, Ulla
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Påsse, Marie
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Tano, Ingrid
    University West, Department of Engineering Science, Division of Mathematics, Computer and Surveying Engineering.
    Enhancing Work-Integrated Learning (Wil) through Strategic Stakeholder Collaboration2023In: ICERI 2023 Proceedings: 6th annual International Conference of Education, Research and Innovation, Seville, Spain. 13-15 November, 2023 / [ed] Luis Gómez Chova, Chelo González Martínez and Joanna Lees, The International Academy of Technology, Education and Development, 2023, p. 1298-1302Conference paper (Other academic)
    Abstract [en]

    For graduates to be able to compete in the global world, study programmes must include knowledge, competences and skills that ensures that students with a higher education degree are ready for both a complex working life and continuous competence development. This demands competencies beyond traditional theoretical knowledge, such as preparing for uncertainty and unknown outcomes. Therefore, it is essential to engage students in learning to learn, i.e., lifelong learning so that the tools and methods for learning in higher education can also be developed through future work.

    At University West (UW) in Sweden, this means that programmes are developed in collaboration with societal partners to provide a relevant and attractive educational offer. The University West uses the concept of work-integrated learning (WIL) to embrace a sustained/systematic collaboration with strategic partners outside academia. We consider that knowledge is created in the encounter between academia and our strategic partners, through the integration of knowledge, skills and competences acquired both within academia and work life.

    To achieve a strategic and qualitative development of work-integrated learning (WIL), the Board of University West in 2018 decided to WIL-certify all educational programs including a sustainability perspective and enhance this process by engaging in strategic partnerships with stakeholders from civic society to international companies. The process is a development of existing and future programmes and their pedagogical approach. The WIL certification process has developed into a renewal of the pedagogical approach through a development process based on a lively exchange of experiences from study programme representatives from political science to nursing; and discussions with our strategic partners that benefits both students, staff as well as the strategic partners through competence development and lifelong learning.

    The purpose of this paper is to describe the lessons learned so far and present a conceptual quality framework for WIL in higher education with a clear connection to sustainable development. Based on the experiences from the development of the institutional WIL project and a Swedish Innovation agency (VINNOVA) research project we aim for a better understanding and insights into how theoretical and practical knowledge can enhance learning both within academia and within strategic partners. Data collection activities include workshops and focus groups with selected participants from the target groups at the university (managers/prefects and teachers) as well as at the collaborative partner organization (managers and supervisors/mentors). Initial findings suggest that the meeting between academia, working life and the surrounding society can ensure that insights, solutions and mutual development are created to meet the challenges society faces. The paper will discuss the methodology of creating work-integrated learning environments that include well-functioning communication and a community of practice (Wenger, 1998) connecting learners, teachers, and other staff with local, regional and national stakeholders.

  • 14.
    Nowé Hedvall, Karen
    et al.
    University of Borås, Sweden.
    Gärdén, Cecilia
    University of Borås, Sweden.
    Ahlryd, Sara
    University of Borås, Sweden.
    Michnik, Katarina
    University of Borås, Sweden.
    Carlén, Urban
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Byström, Katriina
    Akershus University College of Applied Sciences, Department of Archivistics, Library and Information Science, Oslo; Norway.
    Social media in serious leisure: themes of horse rider safety2017In: Information research, E-ISSN 1368-1613, Vol. 22, no 4, article id 772Article in journal (Refereed)
    Abstract [en]

    Introduction. The aim of this study is to gain insight into how issues of safety are discussed and understood by horse riders on social media. Safety issues are omnipresent in the leisure activity of horse riding. Social media affords user-generated content, which provide arenas for information interactions and informal discussions that complement more official arenas.

    Method. An extensive number of postings and comments were derived from selected social networking sites, blogs and web forums engaged in by Swedish horse riders.

    Analysis. An iterative, qualitative content analysis was conducted on the basis of analytical questions and emerging themes on rider safety. The analysis generated five themes that together portray rider safety as an issue in need of greater attention.

    Results. Safety issues are downplayed in social media dealing with horse riding. The findings show that safety for humans is given lower priority than the safety of horses. There is a tendency to disregard safety and to project personal experiences of fear onto the horse, and there is no agreement on what constitutes safety.

    Conclusion. The results highlight a renewed need for explicit attention to be paid to safety issues especially in riding schools, since safety remains elusive and negotiable in discussions in social media, and thus becomes a risk in itself. Participants try to emulate embodied knowledge (intentionally and unintentionally) through stories and series of pictures and film sequences. The lack of support for a corporeal information modality in social media generates uncertainty, which may distort the meanings and intentions latent in the conversations.

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