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Exploring the coworking space as an innovation intermediary: a case study in Amsterdam

This qualitative study investigates the role of coworking spaces as innovation intermediaries, focusing on a specific case study in Amsterdam. We introduce a comprehensive framework that integrates five key coworking space units and delineates three primary innovation intermediary roles: facilitation, configuring, and brokering. Our research underscores the significance of both online and offline managerial interventions that stimulate social interaction, content configuration by staff and community members, active brokering through community managers, and formal/informal events. These strategic interventions collectively enhance information flows and knowledge exchange among entrepreneurs. This study contributes valuable insights into the mechanisms through which coworking spaces facilitate innovation intermediation in support of entrepreneurial endeavours.

Motivating students in competency‐based education programmes: designing blended learning environments

Contemporary education increasingly involves a blended learning environment, which consists of a combination of offline and online delivery methods. Blended learning environments can motivate students to learn, but designing motivating blended learning environments is challenging and can result in environments that demotivate students. This conceptual article proposes a blended learning design that helps practitioners to design motivating blended learning environments. According to self-determination theory, students are motivated to learn when their three basic psychological needs for autonomy, competence, and relatedness are supported. Competency-based education (CBE) is intended to support students’ basic psychological needs. We have constructed design guidance for CBE programmes that help practitioners to design a combination of offline and online delivery methods that (1) give students choices in time and place to support their need for autonomy, (2) adapt to students’ competency levels to support their need for competence, and (3) stimulate students’ relationship building with peers and teachers to support their need for relatedness. Although the design guidance is tentative, practitioners can experiment with it to design blended learning environments that motivate students to learn.

The role of event in hybrid communities: An interaction ritual approach.

Online and offline behavior change techniques to promote a healthy lifestyle: a qualitative study

BackgroundCombined lifestyle interventions (CLI) aim to help clients with weight-related health risks to change their physical activity levels and dietary behaviors. These long-term (2 year) interventions are mostly delivered through face-to-face sessions with limited use of eHealth technologies. To integrate eHealth into existing CLIs, it is important to determine how behavior change techniques (BCTs) are being used by health professionals in the online and offline treatment of overweight clients. Therefore, we conducted semi-structured interviews with providers and developers of online and offline CLIs.MethodsDue to the COVID-19 restrictions all semi-structured interviews were organized online. We recruited professionals who had experience with the (1) provision of the traditional ‘offline’ CLIs, (2) provision of online CLIs and (3) the development of (online) CLIs. The interview guide contained topics about the use and requirements of online and offline BCTs in practice. The data were analyzed through an inductive thematic approach.Findings Thirty-eight lifestyle professionals were interviewed. Professionals who work online use diary apps, smartwatches or smartphone-based accelerometers to support clients in changing their dietary and physical activity behavior. These tools help professionals in the provision of specific BCTs, including monitoring, feedback and shaping knowledge. Monitoring is seen as a starting point for feedback. Professionals use online modules to enhance knowledge about health consequences of unhealthy behavior. Coaches who work predominantly offline use goal setting and action planning techniques. Although online contact can be a quick and easy way to interact, physical meetings are seen as the best way to enhance social support.ConclusionThese Findings suggest that it may be beneficial to use monitoring devices to provide just-in-time feedback based on the client’s actual performance. Based on the Findings we are now developing an online platform with instructions for lifestyle coaches how to integrate online BCTs into practice.

Events and online interaction: the construction of hybrid event communities

Events are per definition limited in time and space. However, the social interaction taking place during events can continue virtually. This can result in hybrid communities, existing of an offline and an online dimension. This paper explores the construction of hybrid event communities based on the following research questions: (1) What type of online practices can be identified before, during and after the event? (2) How do online and offline event practices and rituals influence each other? (3) How do combinations of online and offline practices contribute to the creation and maintenance of hybrid event communities? The practices of three events were studied using qualitative methods. Fifty-six interviews were conducted, and participant observation took place during 11 editions of the events. This was complemented with an online study. The findings identify different types of online practices around events such as connecting practices, recruiting practices and creative practices. Moreover, the combinations of practices lead to different types of event communities. The paper develops a framework of online/offline interaction processes that result in different types of event communities, contributing to our knowledge about the role that events can play in the contemporary network society.

Online and offline interaction rituals of three event communities : a comparative analysis