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Distance learning has proliferated significantly in the last 20 years. This chapter considers some of the issues and implications when teaching and learning moves from an in-person to a distance mode. It begins with a brief history of distance learning, considering both the technologies used and the dominant pedagogical approaches employed. This is followed by a survey of the impact of Michael Moore's theory of transactional distance, which considered the consequences of separating the learner from peers and instructor. Contemporary work on Moore's contribution includes transaction and participation, activity theory, and transactional presence. A second major aspect of distance learning has been the attempt to introduce social presence into learning environments. The history of social presence is explored, as are its levels and consequences for the learner. Contemporary aspects of social presence reviewed include communities of inquiry. While Web 2.0 has spectacularly resulted in connectivity, it remains unclear as to whether this automatically resulted in more strongly connected learners. Connectivist approaches are considered and distinctions made between technological connectivity and pedagogical engagement. It is argued that the full and exciting potential of Web 2.0 in distance learning requires a commitment to the distanced learner, balancing learner autonomy and teacher presence, promoting meaningful social engagement, and meeting the specific needs of the distance learner.

Sustainable development of tourism depends on the fragile balance between its fast growth and the tendency to “consume” its own life support systems: nature, culture, and communities. Finding equilibrium between the two conflicting aspects requires a shared rule making, which is seldom encountered, especially in tourism-centric approaches. The emergent new technologies, and particularly the evolution of social media, seem to offer a neutral ground that favors open participation and stakeholder dialogue. This chapter explores the employment of social media by individual users of TripAdvisor and by institutional actors (destination organizations) as platforms for initiating stakeholder dialogues that focus on sustainable tourism. The findings show that individual and institutional actors are slow in adopting social media as a means to discuss the sustainability of tourism.

There has been a digital transformation of the sport industry that has resulted in an increase in the number of startups. Technological innovations derived from big data and social media have altered the way entrepreneurship is embedded in a sport context. This has influenced more technologically enabled sport startups that are driving change in the global economy. This chapter discusses the role of digitalization in changing existing business models and fostering a more entrepreneurial ecosystem. This includes focusing on technological innovations such as the impact of cloud computing and other data changes.

The study explores the decision-making logics driving the usage of social media among internationalising small and medium-sized enterprises (SMEs), and how it supports entrepreneurial opportunity recognition. The author draws on qualitative data from four internationalising firms all of which had adopted social media. The findings show that causal decision-making logic is the main element driving the initial usage of social media (i.e. pre-adoption). Concerning ongoing usage, the author found evidence of both causal and effectual logic; the choice being dependent on the firm’s resources. The findings also show that both drivers of social media users have a paramount role in entrepreneurial opportunity recognition.

The chapter argues that implementing a professional writing program in universities can help students build expertise, confidence, and a strong professional portfolio that can advance their future careers to greater heights. This is achieved through a curriculum directly connected to the industry of the students' disciplines, expert instructors providing extensive feedback, and tips to transform ideas and knowledge into professional writing pieces. Additionally, the chapter highlights the importance of students gaining a comprehensive understanding of communication, being aware of the benefits of professional writing, and having hands-on experience through active engagement in the learning process to improve their craft. The chapter emphasizes that transformative learning implemented through strong writing and communication skills are highly valued by all industries seeking job candidates.

Finally, the chapter provides a strategy for improving students' employability by implementing a professional writing program in universities, which is based on the understanding of the changing career demands and the importance of communication and writing skills in all industries seeking job candidates.

This chapter aims to discuss the development within Norwegian football which has led to professionalisation of women's football in the country. In considering the professionalisation of women's football in Norway, the chapter is organised as follows. First, the theoretical framework with central concepts from Bourdieu's theory and the ‘Sport/Media Complex’ are introduced. Second, the international development of women's football and milestones with relevance are introduced. Third, an empirical investigation into the professionalisation of women's football is presented. Finally, the four phases of the development of women's football in Norway are presented and discussed, with a link to broader international development, before concluding on what this means for women's football in Norway.