Thesis: The “Experts Online” Project -Online Interaction Handbook for Experience Experts

My original thesis in Finnish avialable at Theseus. A few graphs and tables are not copied to this version. Translated with ChatGPT 4o.

Preface

The purpose of this development-oriented Bachelor’s thesis was to produce an online interaction handbook for Finnish-speaking experience experts with a criminal and substance abuse backgrounds, as part of the Experience Experts Online project. The objective of the development work was to provide to the experience experts the basics of interaction in low-threshold online assistance through the use of the handbook. The development task was carried out remotely through online interaction. The theories of social constructionism and user psychology provided the basis for the development work. In developing the theoretical basis, the digitalization and transmission of emotions were identified as a key challenge of online interaction.

In the theoretical background of this thesis literature related to emotions, the feelings of social presence and awareness are key to the low-threshold activities carried out by experience experts. Online interaction with the help of information technology requires the digitalization and transfer of emotional factors through digital networks. Compared with traditional face-to-face interaction, online interaction restricts the transmission of emotions. The limitations related to the transmission of emotions affect the interpretation of the living space, features, and gestures that are the most important in the dialogue. By understanding the opportunities and challenges of online interaction, an experience expert can choose an interaction method that takes into account the feelings of social presence and awareness in online interaction situations.

Empirical information was obtained on the development target through qualitative digital surveys, analyses, and trial versions. The surveys were targeted at project workers observing experience experts and experience experts themselves. The main challenge identified in the survey analyses was the diverse level of expertise among experience experts and producing theory-based textual content suitable for them. This challenge was addressed by developing trial versions of the online interaction handbook using two different presentation graphics applications and a word processing application. Based on the trial versions, project workers found the handbook on online interaction to be good and experience experts found it to be excellent. According to feedback from a representative of the working life, the handbook on online interaction supports the goals of the project and is meaningful and comprehensive in content. The successful development work resulted in a new product that meets the objectives of the development work. The online interaction handbook could be maintained and further developed in the future.

1. Introduction

Each of us is bound to face the digitalization of social and healthcare services. The shift to digital services can be seen as a societal goal in line with the Constitution of Finland (Constitution of Finland 11.6.1999/731), as part of providing for subsistence, care, and the maintenance of health. According to Section 19, Paragraph 3 of the Finnish Constitution, public authorities are obligated to ensure adequate social and healthcare services (Social Welfare Act Application Guide 2017, 25, 53–54), and these services can be arranged digitally, as outlined in the Information as a Support for Wellbeing and Renewing Services (2020) strategy.

Social workers are at the forefront of this digitalization of services. The aim of social work education is to promote people’s well-being by examining relationships between individuals and societal structures. This examination focuses on individuals, families, and communities, emphasizing social and societal inclusion, well-being, functioning, and safety (Laurea 2022). Social workers operate across all levels of interpersonal relationships. They promote the welfare of society, families, and individuals by improving relationships and making interactions more functional. Digitalization acts both as an enabler and a limiting factor for human interaction. In the shift to digital services, those who cannot or do not know how to use digital services may be entirely excluded from services and become marginalized (Raatikainen, Rahikka, Saarnio & Vepsä 2020, 78, 194–199).

As a social work student, it was natural to examine the challenges and opportunities that digitalizing and shifting interactions online entail. The opportunity for this examination emerged through the Experts by Experience Online project. The project’s goal is to improve the digital skills of both experts by experience and the people they assist. As digital skills and online support develop, the opportunities for remote training and rehabilitation for experts by experience with criminal and substance abuse backgrounds improve, which in turn facilitates employment opportunities.

The purpose of this development-oriented thesis was to produce a handbook on online interaction for Finnish-speaking experts by experience with criminal and substance abuse backgrounds as part of the Experts by Experience Online project. The goal of the development work was that, through the handbook, experts by experience would learn the basics of interaction in low-threshold online support. The production of the content for the online interaction handbook focused on clear Finnish language, with the technical implementation emphasizing ease of use and accessibility.

2 Experts by Experience Online Project

The commissioning body for this development work was the Experts by Experience Online project. The project specifically aims to develop the work of experts by experience with criminal and substance abuse backgrounds, whose functionality has sufficiently rehabilitated, with the goal that 50% of the experts participating in the project will be employed or encouraged to seek further education by improving their digital skills. The target group of the project includes, in addition to young individuals with substance abuse problems and criminal backgrounds, those in rehabilitation departments in the criminal justice sector, prisoners about to be released, and individuals under community sanctions, as well as professionals and students in social and guidance fields (Project Plan 2021, 2–5, 16–17).

The Experts by Experience Online project’s partner is the Valo Training Association (Valo-Valmennusyhdistys ry). This association is a non-governmental organization founded by four regional actors in 2016 to support the most disadvantaged individuals. The association promotes rehabilitation, skills development, employment, and social inclusion by working in areas such as education, substance abuse and mental health services, crime and recidivism prevention, homelessness prevention, and support for the homeless. The association collaborates closely with third-sector organizations and provides services, as well as conducting active research, development, and innovation work in nine different locations across Finland. The organization’s guiding values are centered on people, responsibility, and success through cooperation. The association includes Silta Training Association (Silta-Valmennusyhdistys ry) from Tampere, Sastamala Region Mental Health Association (Sastamalan seudun mielenterveysseura ry), Pori Sininauha (Porin Sininauha ry), Rauma Region Street Mission (Rauman Seudun Katulähetys ry), Invalid Foundation (Invalidisäätiö sr.), Y-Foundation (Y-Säätiö sr.), and Lahti Sininauha (Lahden Sininauha ry) (Valo Training 2022).

A varying number of experts by experience and project workers participate in the Experts by Experience Online project. For this development work, six project workers and two experts by experience participated via digital surveys and emails designated for the project.

3 Low-Threshold Services, Experts by Experience, and Peer Support

Low-threshold services cannot be precisely defined. These services are typically provided to the most disadvantaged members of society, who have a great need for assistance but are limited in their ability to seek out services. Low-threshold services generally refer to services that are easier to access compared to regular services. By lowering the threshold for service access, it becomes possible to raise issues and motivate change without fear of stigma. In comparison to public services, which are typically organized based on service needs and require resources from users, low-threshold services are organized by target groups (Leemann & Hämäläinen 2015).

Low-threshold services are defined by their clientele and the nature of the activities, without bureaucracy, fear of stigma, and typically without the need for appointments. The basic idea is to respectfully approach the world of the target group so that access to services is effortless and does not require immediate changes in lifestyle (Leemann & Hämäläinen 2015). Public services are also being developed to be more low-threshold and client-centered by utilizing the knowledge gained from experts by experience (THL 2023).

According to Joenaho (2012, 4–8), there is no unified definition of peer support, nor can different peer support groups be directly compared with one another. However, it can be said that the roots of the work of experts by experience lie in peer support groups and patient organizations (Hietala & Rissanen 2015, 7–9). Peer support can refer to the voluntary exchange of life experiences, where individuals with similar experiences provide each other with social support, coping strategies, hope, and new perspectives on life. When successful, peer support fosters a sense of not being alone in a situation and helps individuals understand how others have navigated similar circumstances. The opportunity to share experiences in a respectful environment, where topics can be discussed at one’s own pace without pressure, can also help alleviate anxiety and dispel fears (THL 2023).

Experts by experience are typically trained for their role and have personal experience with the issue, whether as a person affected, a service user, a relative, or someone who has recovered from an illness (THL 2023). The knowledge gained through experience is individual, personal, and subjective. Experiences and learned behaviors influence how the world is viewed and what one thinks of oneself (Nieminen 2014, 14–29). Experts by experience occupy a space between public statutory services, civic engagement, and free peer support (Hietala & Rissanen 2015, 7–9).

The goals of the work of experts by experience include improving the functionality of public services, increasing inclusion and client-centeredness, enhancing the understanding of processes related to illness and recovery, changing attitudes, supporting rehabilitation, and making a societal impact (THL 2023). Utilizing experts by experience is also economically beneficial, as their work promotes well-being and empowerment, which impacts processes leading to disability and social exclusion (Hietala & Rissanen 2015, 15). The typical tasks of experts by experience include facilitating peer groups, delivering experiential education in educational institutions, participating in seminars, developing services, conducting experience-based evaluations in research projects, engaging in peer work and peer consultations, and disseminating information (THL 2023). According to Kurki, Leppäniemi, and Nikula (2022), the tasks of experts by experience involved in the Experts by Experience Online project have been diverse, ranging from client work to development and advocacy.

4 Opportunities for Online Interaction

Online interaction has become possible due to the development of communication culture. The history of human communication culture has evolved from oral speech culture around 180,000 BCE to manuscript culture around 3500 BCE, from the culture of printed words starting in 1450 to electronic and audiovisual culture beginning in the mid-19th century (Kortti 2016, 31–36).

Communication refers to the exchange or transmission of information (Suomisanakirja 2022). Communication generally involves a relationship between two or more people exchanging information, which can be verbal or non-verbal, direct face-to-face communication, or indirect, remote communication. Interaction refers to discussions or non-verbal communication involving two or more people, computers, or other entities (Tieteen termipankki 2022).

4.1 Interaction Without the Internet

In the past, interaction occurred without the internet. Interaction is a necessity for human existence, as people live in dialogic interaction with their environment. For example, children raised by wolves behave like animals due to the absence of symbolic language use. The use of symbolic language can be seen as the foundation of humanity (Matikainen 2001, 12–16). In addition to symbolic language, non-verbal meanings are also important, as interaction is a process through which various symbolic systems — both verbal and non-verbal — are used to convey or express meanings, as well as react to and interpret them (Tieteen termipankki 2022).

Interaction is demanding, and its significance becomes more prominent as social problems intensify and societal safety nets falter (Mönkkönen 2018, 167–168). There is no single universal theory of interaction, as the factors associated with interaction, such as language, culture, and other influences, change in each moment of examination (Matikainen 2001, 16–19). Measuring these influences is nearly impossible, as humans are living and learning organisms, unlike machines. In human interaction situations, there are countless individual nuances — gestures, speech, wording, and actions — interpreted through previous life experiences. People acquire interaction skills in everyday encounters. Good interaction skills do not require extensive education or the study of certified methods (Mönkkönen 2018, 167–168).

Theories that attempt to explain interaction approach it from their own perspectives. In social exchange theory, sociality is viewed as an exchange where individuals are seen as selfish, pursuing their own interests. In this context, the exchange might involve love, goods, money, recognition, or knowledge. In social comparison theory, interaction is based on a cognitive approach, where people compare their experiences to understand social reality and to seek common understanding (Matikainen 2001, 16–19).

Social constructionism refers to various ways of thinking in sociology, psychology, and social sciences. According to Raatikainen (2004, 60), it has expanded to encompass nearly all scientific activity. Central to social constructionism is the examination of language and its different models of meaning and interpretation. Based on these theories, one might assume that if people share the same language and interpretation models, interaction could be quantitatively defined. However, this is not the case. A large number of messages sent to many people might be considered active interaction, but it says nothing about how these messages have affected individuals. The word “interaction” contains the notion of “impact,” emphasizing that, instead of focusing on the quantity of communication, we should examine its impact on people. It is also important to note that even when messages are impactful, sociality is not simply the sum of interactions between individuals, as each person brings something unique to the interaction. Additionally, influences on interaction can come from sources other than the communication of the participants. Besides language use, various actions, such as indifference, tone of voice, gestures, and facial expressions, affect the interaction process (Matikainen 2001, 16–19).

4.2 Interaction and Dialogic Competence

Dialogue requires interaction. Dialogue creates a conception of humanity and worldview through which people encounter each other (Matikainen 2001, 12–16; Mönkkönen 2018, 26–29). Contrary to popular belief, dialogue is not just about conversation or speech. In dialogue, the participants learn something new, and they may change their opinions and attitudes. Dialogue involves both polyphonic interaction and relationships with others. In dialogic interaction, participants seek to connect with others through voice, gaze, and touch, aiming to attune themselves to the emotional and cognitive levels of others, as if resonating with one another (Mönkkönen 2018, 39–47, 87–110, 120).

According to Harisalo and Aarrevaara (2015, 28), dialogue involves communication, emotions, thoughts, and various behavioral patterns shaped through interaction. The word dialogue comes from the Greek words “dia,” meaning through or across, and “logos,” meaning reason or knowledge. To support dialogue, open-ended questions that often begin with “what,” “which,” “where,” “when,” “how,” or “who” can be used. Closed questions, which can only be answered with a yes or no, are the opposite of open-ended questions. Closed questions tend to inhibit dialogue, creating an expert-listener dynamic that does not necessarily advance the conversation (Mönkkönen 2018, 57–66, 88).

Alhanen, Soini, and Kangas (2019) consider meaning-making to be central in dialogic encounters, which Mönkkönen (2018, 57–66, 88) also supports, asserting that dialogue can teach clients to think for themselves. According to Mönkkönen (2018, 167–169), for dialogue to succeed, there must be a genuine encounter where we courageously focus on the other person’s story without letting our attitudes, preconceptions, or values prevent us from hearing what the other party is saying. In such a situation, something new and meaningful can emerge.

In the first phase of encountering another person, the most important element, according to Mönkkönen (2018, 167–169), is the first impression we form within a few seconds and the beginning of a trust-building process. Trust cannot develop, in their view, unless the other party is given the time and opportunity to express their experiences and thoughts. In this delicate phase, it is essential not to take a stance or rush, allowing the other person to share their thoughts in peace. Trust is central to successful dialogue, as Harisalo and Aarrevaara (2015, 52) state that distrust inhibits the sharing of ideas necessary for dialogue and reduces commitment to common causes. Alhanen et al. (2019) arrive at a similar conclusion, stating that dialogue would not exist without mutual trust.

Once the initial phase has been successful, trust has developed enough in the second phase to challenge the participants’ views and take the dialogue to a new level, according to Mönkkönen (2018, 167–169). In the third phase, dialogic encounters, where participants dare to step into unknown and new territory, can occur, generating new ideas. This does not require uniformity or consensus but rather sufficient shared understanding. New ideas emerge through the construction of a shared reality, which requires the ability to temporarily let go of established ways of thinking, learn from others, and step into areas of uncertainty while interpreting the logic of others. In this third phase, it is important to avoid emphasizing status and authority, as Harisalo and Aarrevaara (2015, 52) argue that doing so leads to struggles where individuals with higher status dominate opinion formation. According to Mönkkönen (2018, 167–169), successful dialogue can engage people in a new shared vision, as individuals commit to situations where they find personal meaning and believe they can influence outcomes.

Dialogic competence enhances dialogue. Dialogic competence refers to the ability to engage in reciprocal and creative communication with others. It encompasses all the skills required to build relationships and communication. Those who possess dialogic competence build knowledge together with others and create reciprocal relationships through interaction channels (Mönkkönen 2018, 39–47, 87–110, 120). Harisalo and Aarrevaara (2015, 138) come to the same conclusion, stating that the purpose of interaction is to unite people and motivate them towards cooperation, even in the presence of conflicting interests or tensions.

A person is not necessarily a good communicator simply because they have a strong knowledge base. Even a highly skilled expert in their field may struggle to work effectively with others if their communication skills are weak, leaving their expertise untapped. Interaction must occur on a level that facilitates shared understanding. Shared understanding is achieved by considering individuals’ unique needs and interacting with them personally. People vary in their communication abilities; some are naturally good in interaction situations. Communication skills can be learned through practice, though no certified methods exist for such learning. Learning occurs in everyday encounters (Mönkkönen 2018, 39–47, 87–110, 120).

Dialogic communication can be seen as a part of motivational interviewing, a method of interaction aimed at encouraging behavioral change. The key elements of the method are the client’s recognition of the need for change and their commitment to the actions required for that change. Discussions focus on the client’s goals, approaching them through the client’s value system, considering available resources, and reflecting on what the change means for the client. The conversations do not involve direct commands or persuasion, nor is the client’s value system manipulated. The primary tool of the method is demonstrating empathy, which involves making eye contact, listening attentively, and asking clarifying questions to understand what has been said. Emphasizing the client’s strengths increases their belief in their ability to change. The professional highlights the

inconsistencies between the current and desired state and values, as bringing these contradictions to the forefront helps the client better understand their behavior. The conversations aim to remain positive, not confrontational, and the professional should not become provoked (Käypä hoito -suositus 2020).

The basic method in both motivational interviewing and dialogue, according to the Käypä hoito recommendation (2020) and Mönkkönen (2018, 57–66, 88), is the use of open-ended questions, which engage the client in actively thinking about their situation. Both sources emphasize the importance of reflecting listening so that the client feels heard and understood. In motivational interviewing, the goal at the end of the dialogue is to create a concrete plan with milestones that aligns with the client’s goals and timeline (Käypä hoito -suositus 2020).

4.3 From Face-to-Face Interaction to Online Interaction

Before the development of communication technology, interaction was primarily face-to-face. Today, human interaction has increasingly become digitized and occurs through online platforms. Online interaction has been made possible by the advancement of information technology. Communication can now be independent of time and place, making networking easier, diversifying communities, and allowing individuals to belong to multiple communities simultaneously. The roles of information publishers and readers have blurred; anyone can publish information online and share their knowledge and resources according to shared interests. People interested in the same information can form social networks. The rapid development of networked life is central to this transformation, encompassing all direct and indirect effects brought by modern communication and information technology, as well as digital media (Turpeinen 2011, 257–266).

There are no all-encompassing theories that can explain human interaction (Matikainen 2001, 16–19), and the same applies to the interaction between humans and technology (Saariluoma 2011, 47–60). According to Saariluoma, user psychology seeks to create new perspectives on the knowledge of human-technology interaction. User psychology focuses on explanations based on the known laws of modern psychology. Explanation involves answering why-questions, which in a scientific framework relates to defining, predicting, and understanding the laws of phenomena. Psychological theories address questions such as how emotions, brain capacity, motivations, personality, mental contents, social groups, and cultures influence human behavior.

Online interaction can be synchronous or asynchronous. Online interaction applications can be categorized in various ways, such as by text, audio, images, and video-based interaction (Raatikainen et al. 2020, 196). However, interaction is not a feature of the application or the internet. For example, viewing a website can evoke emotions in the viewer, leading to interaction processes, even though the viewer may not directly engage with the creator of the content. The application or platform used for interaction may also be interactive, like discussion forums, but this does not guarantee how the interaction will affect the person (Matikainen 2001, 25–32). Synchronous interaction is referred to in the literature as real-time and synchronous, while asynchronous interaction is referred to as non-real-time and asynchronous.

4.4 Online Interaction and the Digitalization of Services

According to Toikko and Rantanen (2009, 44–47), society can be examined through an emancipatory knowledge interest, where we seek to identify forces that come from above and over which we have little individual influence. Turpeinen (2011, 257–266) suggests that one such top-down force can be seen in the digitalization of services and online interaction.

The ongoing rapid transition to digital services is new in people’s lives. There are no well-established best practices for this transition, as digital social and healthcare services are a mixed collection of various solutions (Virtanen, Suoheimo, Lamminmäki, Ahonen & Suokas 2011, 50–60). The ongoing regional government reform may clarify digital social and healthcare services if successful, as the Ministry of Social Affairs and Health acts as the architect for the overall social and healthcare service structure according to the Information as a Support for Wellbeing and Renewing Services (2020) strategy, in collaboration with regional organizations. The goal is to implement strategies through client-centered service processes. With client-centeredness as the primary objective guiding and defining use, the client’s voice should be heard at all levels of service use, both as a developer and implementer, according to Virtanen et al. (2011, 50–60). This does not mean that the client must define all digital services themselves, but that this process should occur in collaboration with experts, thus increasing the importance of interaction and mutual understanding between clients and experts. According to THL (2023), experts by experience can contribute to this process by providing information on the functionality of low-threshold services.

The importance of mutual understanding is emphasized in the design of accessible digital services by authorities. Accessibility refers to the design and implementation of websites and mobile applications that aim for ease of use and equality, considering people’s diversity and differences sufficiently. Good accessibility means that different people can independently use digital services regardless of disability or other limitations. Good accessibility enhances people’s inclusion and independence in society. In addition to technical implementation, ease of use, clarity, and comprehensibility of content must also be considered in digital services (Aluehallintovirasto 2023). Accessibility requirements are based on the purpose of the Act on the Provision of Digital Services (306/2019), which is “to promote the availability, quality, security, and accessibility of digital services, thereby improving everyone’s ability to use digital services equally.”

4.5 Learning Online Interaction Skills

It is possible to learn skills related to online interaction. According to Baars and Cage (2010, 305–342), learning involves interpreting sensory stimuli and information from memory, and how these stimuli chemically and electrically modify the complex neural network. Key aspects of learning include encoding, retaining, and retrieving learned information from long-term storage to short-term working memory for use. According to them and Eysenck (2012, 143–153), most learning occurs in unconscious memory, where long-term unconscious memories, habits, motor skills, and action schemas are stored. In their view, episodic memory contains long-term memories of specific events, while semantic memory stores general information such as names and facts. Episodic memory holds personal experiences tied to specific places and times.

Conscious learning is typical in academic learning and primarily targets episodic long-term memory and semantic factual memory. According to Eysenck (2012, 143–153), metacognition is involved in retrieving memories, meaning that a memory is recalled either spontaneously or through a cue. In studying, one should strive to connect the new knowledge to previously learned information. Learning is a lifelong process in which the active role of the student is important, both as an individual and as part of a community and environment (Dunlosky, Rawson, Marsh, Nathan & Willingham 2013). Learning does not occur separately from life, as learning is natural and takes place continuously. Learning is a shared process of knowledge creation and construction, where motivation and emotions play crucial roles. The same applies to interaction and dialogic competence, as Mönkkönen (2018, 39–47, 87–110, 120) argues that these skills are learned in everyday encounters, where knowledge is created together, and emotions are central.

People have different methods of learning, which vary in effectiveness, and some require more effort than others. Techniques such as highlighting, rereading, creating mental images, summarizing, thinking of causes and explanations, testing one’s knowledge, and spacing out study sessions over time affect the effectiveness and success of learning in different ways. For example, using mental images works better with listening than reading texts, but learning is inefficient. Thinking of causes and explanations, such as answering why-questions, providing personal explanations, and monitoring one’s understanding, have moderate effectiveness. This method is less effective if answers are available at the end of the book or elsewhere. Testing one’s knowledge significantly improves recall but does not enhance recognition of information. Since testing requires recall from memory, feedback from testing is only valuable if done after a clear break. The effects of such a method are long-lasting, and it is highly effective in learning. Spacing out study sessions over time is important because studying in short, intense bursts may help pass a test but does not ensure retention after six months. Spacing out learning into several distinct study sessions over time is the most effective method (Dunlosky et al. 2013).

In addition to learning methods, the learning environment also matters, according to Putnam, Sungkhasettee, and Roediger (2016). They argue that students should avoid environments where attention is diverted away from the subject matter, such as social media or other distracting and attention-competing factors. Learning new information typically involves linking new knowledge to old memory representations. For example, when reading a new book, it is helpful to first review the table of contents and attempt to answer questions related to the book’s topics, as this activates previously stored knowledge, making it easier to link new information. This approach is beneficial even if one does not fully understand everything. A useful mnemonic for learning is the acronym RRR: Read, Recite, Review (Putnam et al. 2016).

In addition to learning methods and the learning environment, social-emotional learning occurs in interaction situations. Social-emotional learning refers to a process that supports social and psychological well-being, where emotions and interaction lead to the adaptation of various skills, knowledge, and attitudes. In social-emotional learning, learning occurs in understanding and managing emotions — self-awareness, goal setting and implementation (self-management), experiencing and demonstrating empathy (social awareness), building and maintaining positive relationships (relationship skills), and making responsible decisions (Talvio & Klemola 2017, 18–21).

5 Challenges in Online Interaction

The ability to verbalize emotions and understand emotional expression is crucial in online interaction, as interaction — especially dialogic interaction — is complex, polyphonic communication and a relationship with another person that seeks to align with the emotional and cognitive levels of others, almost as if resonating with one another (Mönkkönen 2018, 26–29, 39–47, 87–110, 120).

In face-to-face interaction, connection with another person is created through voice, gaze, and touch (Mönkkönen 2018, 39–47, 87–110, 120). However, this is not fully possible online, as the technology used in online interaction requires the transformation of biological phenomena, such as sensory stimuli related to emotions, into a digital form that can be transmitted over the internet, for example through analog-to-digital conversion (Tieteen termipankki 2017). Due to the novelty of information technology, there is no comprehensive research on the impact of digitalization on human behavior. Digitalization and online interaction can have both harmful and beneficial effects on brain health. Harmful effects include attention deficits, changes in brain development, lack of emotional intelligence, social isolation, and disturbed sleep. Beneficial effects include improvements in memory, the ability to multitask, and the development of fluid intelligence from using computer programs and video games. Digital applications developed for mental health interventions can, in some cases, improve mood and behavior, but more research is needed to confirm these conclusions (Small et al. 2020).

5.1 Online Interaction and the Transmission of Emotions

In online interaction, sensory stimuli related to emotions can be only partially digitized and transmitted over the internet, for example through analog-to-digital conversion (Tieteen termipankki 2017). According to Baars and Cage (2010, 421–442), humans are holistic biological beings who interpret stimuli from various sensory systems as emotions. Humans have several different sensory systems, such as the senses of smell, sight, hearing, and touch, which are activated by stimuli such as scents, light, sounds, pressure, and temperature. These different sensory stimuli, either individually or in combination, can form emotions, which are closely related to motivations for actions.

Emotions, in simple terms, are states associated with rewarding or punishing situations. Emotions can be categorized into different systems, such as the fear system, whose purpose is survival in dangerous situations, and the pleasure system, which guides individuals to repeat activities that produce pleasure. Motivations trigger actions aimed at achieving rewarding situations or avoiding punishing situations. Thus, emotions are an essential part of decision-making processes. Emotions communicate the pleasantness or unpleasantness of different options, even though their influence on decision-making may not always be recognized. Humans can empathize with others’ emotions, which helps them understand other people’s actions. Facial expressions are the most important indicators of emotions and actions (Paavilainen 2016, 95–155).

The limited ability of information technology to transmit emotional factors in interaction affects how complex tasks can be performed online. Simple tasks require less information sharing and coordination than complex and dynamic tasks. Coordination needs can be evaluated through contextual complexity, which includes factors such as location, mobility, time, permanence, variability, and interaction style. In online interaction, the challenge lies in conveying elements that support well-being, such as emotions. The primary issue in online interaction is transmitting the feeling of social presence and awareness between participants. Perceiving the living space and characteristics of others becomes more difficult in online interaction, making the presence of others more distant than in typical face-to-face interaction, where people converse directly (Vartiainen & Andriessen 2008, 209–233). The distance created by online interaction can lead to disinhibition and antisocial behavior (Oulasvirta 2011, 28). Successful online interaction should aim to create a sense of security and avoid discussions that increase feelings of helplessness (Mönkkönen 2018, 29–30).

5.2 Online Interaction and Digital Exclusion

According to the Information as a Support for Wellbeing and Renewing Services (2020) strategy, the Guidance for Information Management in Social and Healthcare Services (2020), and Virtanen et al. (2011, 30–36), in order to ensure adequate social and healthcare services that promote broad-based well-being and prevent problems, services can be arranged digitally. However, according to Raatikainen et al. (2020, 198–199), digitalization can also be a limiting factor in human interaction due to a lack of skills. People who cannot or do not know how to use digital services may be entirely excluded from services and unintentionally marginalized.

Addressing the lack of digital skills is a key objective of the Experts by Experience Online project (Project Plan 2021, 2–5, 16–17). In addition to the project plan, the lack of digital skills among the experts by experience participating in the Experts by Experience Online project is also highlighted in the articles by Kurki and Nikula (2022) and Kurki et al. (2022). According to them, most experts by experience found online interaction challenging. Insufficient digital skills hindered their work in assisting others. Some experts by experience viewed security issues in online meetings as critical factors in determining whether they felt safe enough to share their own stories online. Additionally, many experts by experience reported needing significant support for computer-based tasks. The lack of skills and preconceived assumptions about the real abilities of experts by experience can lead to mood-related issues.

5.3 Online Interaction and Loneliness

The Experts by Experience Online project (Project Plan 2021, 2) also aims to reduce loneliness by strengthening digital skills, improving online helping methods, and developing various forms of support. The shift to online interaction has led to a lack of in-person encounters, which, according to Kurki et al. (2022), has increased feelings of loneliness for 70% of the experts by experience who participated in the study.

In Finland, approximately 11% of people report feeling lonely, according to THL (2022b). Loneliness is a significant factor in the process of marginalization. Loneliness is an emotion that is associated with psychosocial health indicators. It should not be confused with being alone or socially isolated. Some people may feel lonely even if they have social networks, while others may not experience loneliness even if they do not have social networks. Social isolation can occur either voluntarily or involuntarily and can have positive or negative effects on mental and physical health. Emotional loneliness is associated with a lack of close and intimate contacts, while social loneliness refers to a lack of social networks. The key distinction between loneliness and social isolation is emotional. Loneliness is always involuntary and is associated with negative emotions. Loneliness can become harmful if it becomes chronic (Qirtas, Zafeiridi, Pesch & White 2022).

Contrary to what one might expect, social media enabled by digitalization has been linked to social isolation, meaning a lack of quality social relationships, which leads to increased mortality and health problems (Small et al. 2020). Loneliness can isolate and marginalize individuals from society, putting them at serious risk of illness due to loneliness. The health risks are comparable to those associated with smoking and are three times higher than those associated with obesity. Lonely people use social and healthcare services much more than others (THL 2022a). Various factors are associated with loneliness, such as poor health, low physical activity, low income, low socioeconomic status, and living alone. The life expectancy of chronically lonely individuals is lower than that of others. They are more susceptible to infections, heart problems, and mental health issues such as depression and suicide. Meta-analyses have shown that lonely individuals have a 29% higher risk of heart disease and a 32% higher risk of heart attack compared to others (Qirtas et al. 2022). The risk of marginalization is also related to low levels of education. According to a study of the 1987 birth cohort, people with low or no education are at the highest risk. A high-risk marginalized individual can cost the public sector an estimated 680,000 euros over their lifetime compared to a low-risk individual (Hilli, Ståhl, Merikukka & Ristikari 2017, 672–675).

5.4 Online Interaction and Learning Difficulties

Learning difficulties are not personality traits, behavioral disorders, or operational habits, nor are they solely explained by sensory impairments such as blindness or deafness. Learning difficulties are related to the acquisition of skills, such as reading and writing, which are essential in online interaction. Learning difficulties are found in approximately 5–20% of the population. Dyslexia, which affects reading ability, is the most common learning difficulty, affecting 3–10% of the population. Of these individuals, approximately 2% have severe and long-term difficulties (Mikkonen, Nikander & Voutilainen 2015).

Learning difficulties can lead to anxiety related to assessments, such as tests, from a young age. Due to avoidance, an individual may seek the company of people who derive pleasure from substance use (Nurmi, Ahonen, Lyytinen, Pulkkinen & Ruoppila 2014, 140–153, 157–160; Nurmiranta, Leppämäki & Horppu 2009, 45–68). Learning difficulties can contribute to reduced participation and increased exclusion from both the workforce and society (Learning Difficulties and Exclusion 2019).

Some experts by experience in the Experts by Experience Online project have a criminal background that led to incarceration. Some experts may also aim to help people with criminal backgrounds who are currently in prison (Project Plan 2021). Around 80% of prisoners may have learning difficulties. Learning difficulties, substance use, mental health issues, and criminal backgrounds are often interrelated (Partanen, Holmberg, Inkinen, Kurki & Salo-Chydenius 2015, 407–410). According to a 2007 study involving 2,269 prisoners, 6% of prisoners had not completed basic education or had dropped out of school. Only 11% had completed high school, and 5% had graduated with a high school diploma, which is considered low since over 50% of those who graduated between 2000 and 2005 had completed high school and the high school curriculum. The same applies to other educational achievements. Of the respondents, 29% had completed vocational school, 19% had completed a vocational degree, and 4% had completed a specialized vocational qualification (Koski & Miettinen 2007). Similarly, according to a 2018 study of prisoners in Turku, which involved 72 male prisoners, difficulties in reading, writing, and arithmetic were associated with neurocognitive and psychiatric problems and substance use (Tuominen 2018).

Although learning difficulties are permanent, support can be provided throughout life. The earlier the difficulties are recognized, the better the life course can be (Learning Difficulties and Exclusion 2019).

6 Implementation of the Development Work

The development work began with a message sent by a project worker from the Experts by Experience Online project on October 7, 2022. The thesis agreement with the Experts by Experience Online project was signed on November 17, 2022. The original schedule for the development work was from December 1, 2022, to April 30, 2023. However, since obtaining the research permit took longer than expected, the actual development work and implementation began with a qualitative survey on January 16, 2023.

Figure illustrates the process of the development work from the initial alpha version to the final published version. The process began with gathering foundational information, which was utilized in the design and implementation aimed at the initial alpha version. The purpose of the alpha version was to test the possibilities offered by the presentation graphics software Canva (2022) and to determine what should be considered in the design of the beta version. The project workers were asked to provide feedback on the alpha version through a qualitative research approach.

The beta version followed the alpha version, with the implementation of a simplified graphical standard, focusing on text clarity and comprehensibility, particularly considering accessibility requirements (Aluehallintovirasto 2023) and environmental concerns regarding printed materials. Based on the feedback received from the beta version, changes were made to the development work implementation, as Canva (2022) did not seem as suitable for the handbook’s creation as, for example, the Microsoft Word (2023) word processing software.

To resolve this issue, a second qualitative survey was conducted, targeting both experts by experience and project workers. Based on the analysis of this survey, a beta version was developed using the Microsoft PowerPoint (2023) presentation graphics software, and the content was also transferred to Canva. The beta version was accepted with minor modifications as the final published version.

The development process was guided by the definition from Ojasalo, Moilanen, and Ritalahti (2018, 34–35), which states that successful planning and execution of development work requires a thorough understanding of the subject area and familiarity with existing theories and conceptual frameworks. According to them, this forms the knowledge base, which reveals the essential knowledge related to development and the relationships between various concepts. According to Toikko and Rantanen (2009, 44–47), the knowledge base should be informed by the knowledge interest, which determines what kind of information the research should produce. In this development work, the knowledge interest was complex, containing primarily practical and emancipatory elements. In the practical approach to development work, reciprocity is the central factor, according to Toikko and Rantanen (2009, 44–47). They state that experts and the target community define the problems together and design development tasks aimed at solving them.

In this development work, the experts included not only the author of this thesis but also the project workers from the Experts by Experience Online project, who observed the activities of the experts by experience from their own perspectives. The target community was composed of the experts by experience participating in the project. Theories were reflected in previous research conducted on experts by experience, and additional investigations were carried out through experiments and qualitative surveys directed at project workers and experts by experience. The development of the content and usability of the online interaction handbook was based on the theory of social constructionism, where, according to Matikainen (2001, 16–19), reality is created through interaction with others. In this interaction, language and its different meaning and interpretation models are essential.

Initially, the presentation graphics software Canva (2022) was used in the development work, followed by the word processing software Microsoft Word (2023). Ultimately, both Microsoft PowerPoint (2023) and Canva (2022) were used for the final product.

6.1 Purpose, Objectives, and Scope of the Development Task

The purpose of this thesis was to produce an online interaction handbook for Finnish-speaking experts by experience with criminal and substance abuse backgrounds. The goal of the development work was for the handbook to teach experts by experience the basics of interaction for low-threshold online helping.

The starting point of the development work was to create easy-to-read and comprehensible text linked to theoretical concepts. The focus on Finnish was based on Matikainen’s (2001, 16–19) assertion that understanding symbolic language is central to interaction and social constructionism, as well as the need for emotional expressions to resonate emotionally with the reader. According to Mönkkönen (2018, 26–29, 39–47, 87–110, 120) and Vartiainen and Andriessen (2008, 209–233), this is a key issue in online interaction.

According to Partanen et al. (2015, 407–410), up to 80% of experts by experience with criminal backgrounds who ended up in prison may have learning difficulties. To address learning difficulties, the development work employed plain language and took accessibility requirements into account. Supporting materials such as presentation graphics, videos, audio, and interactive content were excluded due to time constraints and limitations of the presentation graphics software.

6.2 Methods of the Development Work

There was no predefined method for developing an online interaction handbook for the experts by experience in the Experts by Experience Online project. In this development work, problems were solved through new ideas and their implementation. This can be considered research-based development work, according to Ojasalo, Moilanen, and Ritalahti (2018, 18–21, 104–105), where development is advanced rather than limited to mere description or explanation. In research-based development work, the focus is on practically achieving the development task and producing new knowledge.

Language is the central factor in social constructionism, according to Matikainen (2001, 16–19). A challenge in this development work was understanding what kind of language and technical execution conveying different meanings would work best for the experts by experience. In addition, the environment may change constantly, making development process-oriented, where, according to Toikko and Rantanen (2009, 51–53, 69–72), the acceptance of learning from changes is crucial. According to them, experiments conducted during the development process generate new knowledge that guides the direction of the development. In this development work, in addition to experiments, reflective elements were included, which is essential in the interaction between information technology and people. Reflection required continuous re-evaluation and justification in addition to qualitative surveys and email feedback, as if through a reflective mirror described by Toikko and Rantanen (2009, 51–53, 69–72). The reflective mirror contained theoretical concepts, interaction, and other elements that reflected the reality of the experts by experience.

According to Toikko and Rantanen (2009, 35–44), development work should follow realistic and constructive methods, as development produces interactive knowledge, which is a constructive view of reality. Ojasalo et al. (2018, 37–38) state that the goal of constructive research is to solve a practical problem by creating a concrete output, such as an online interaction handbook, where the change is directed at a concrete target.

In this development work, the change was not only directed at a concrete target but also at human behavior, which Ojasalo et al. (2018, 37–38) describe as action research. According to them, the same methods can be used for both targets, as long as the change is tied to theories. It should be noted, however, that the results of the development work may involve aspects of online interaction that contain tacit knowledge and intuitions, which are challenging or even impossible to measure realistically. For this reason, some of the results are interpretative.

In this development work, it was natural to use a participatory qualitative approach, which, according to Ojasalo et al. (2018, 61–64), allows the tacit knowledge, professional skills, and experience of the target organization to emerge. This was achieved through qualitative surveys, which ensured that the conclusions drawn and the online interaction handbook produced as a result of the development work aligned with the solutions to practical problems and the achievement of the purpose and objectives of the development task.

6.3 Planning of the Development Work

The starting point for planning the development work was to aim for a change that serves the interests of the commissioning party, which, according to Toikko and Rantanen (2009, 38, 44), is a key methodological factor in research-based development work. The interest of the commissioning party was to meet the objectives of the Experts by Experience Online project. These objectives include the development of digital and interaction skills to meet the needs of experts by experience. As digital and interaction skills improve, the possibility of distance education and rehabilitation for experts by experience with criminal and substance abuse backgrounds becomes easier, which, in turn, enhances their employment opportunities (Project Plan 2021, 2–5, 16–17).

Achieving this interest can also be considered economically beneficial, as the empowerment generated by the activities impacts processes leading to disability and marginalization, according to Hietala and Rissanen (2015, 15). In addition to the interest of the commissioning party, the planning of the development work was based on problem-solving. The project workers of the Experts by Experience Online project had observed issues in the online interaction of experts by experience. These observations are supported by the article by Kurki and Nikula (2022).

The challenge of the development work was increased by the fact that it was conducted remotely via the internet. There were no face-to-face meetings with the experts by experience or those working on the project. Remote development work via the internet adds interpretative elements, which, according to Toikko and Rantanen (2009, 38, 44), can be directed at invisible targets, such as people’s attitudes.

The emphasis of the online interaction handbook was on factors related to learning and learning effectiveness in the content, as highlighted by Eysenck (2012, 143–153) and Dunlosky et al. (2013). Learning difficulties, which may be more prevalent among experts by experience with criminal and substance abuse backgrounds than in the general population, can affect learning as outlined by Nurmi et al. (2014, 140–153, 157–160), Nurmiranta et al. (2009, 45–68), Partanen et al. (2015, 407–410), Koski and Miettinen (2007), and Tuominen (2018). These were addressed by emphasizing accessibility requirements in the handbook’s implementation (Aluehallintovirasto 2023). Accessibility requirements also apply to educational institutions.

To achieve the goal, theories, surveys, and tests formed a synthesis, which resulted in comprehensible text content for the online interaction handbook, as shown below.

Synthesis Aiming for Comprehensible Content

The preliminary design approach for the technical implementation and content was to use the easy-to-use and free Canva (2022) presentation software with images, and if necessary, music that is free of Teosto and Gramex copyrights (Teosto 2022) as well as images licensed under Creative Commons (2022), such as CC BY (By Attribution), NC (Non Commercial), ND (No Derivatives), and SA (Share Alike).

6.4 Survey for Project Workers to Guide Development

Currently, six project workers are employed in the Experts by Experience Online project. The project workers observe the activities of the experts by experience in their daily interactions. Their perspectives were a good starting point for guiding the development work. On January 16, 2023, they were sent a digital survey using Microsoft Forms (2023), as shown in Appendix 1. The deadline for responding to the survey was February 5, 2023. All the project workers responded to the survey, with the average response time being 32 minutes.

The aim of the questions was to clarify what challenges and opportunities the project workers perceive in online interaction and what aspects they want to be considered in the creation of the handbook. In formulating and analyzing the questions, theories that seemed most relevant were taken into account. For example, according to Mönkkönen (2018, 26–29, 39–47, 87–110, 120) and Vartiainen and Andriessen (2008, 209–233), emotional resonance involves not only the articulation and expression of emotions but also the application’s ability to convey feelings of presence, surrounding space, closeness, and safety in online interaction.

The content of the responses was analyzed using Microsoft Excel (2023) spreadsheet software, applying the method of qualitative content analysis. According to Hirsjärvi, Remes, and Sajavaara (1996, 231–233), this requires simplifying the responses and dividing them into subcategories and main categories, with the main category corresponding to the answer to the research question. An example of the analysis of response simplifications into main categories is provided in Appendix 2. The number of simplifications matched the original expressions.

In response to the first question, “What challenges have you observed in the online interaction of experts by experience?”, one project worker’s original answer was:

“The initial situation could be that the expert by experience has preconceived notions that online interaction is not as effective as face-to-face meetings. In group situations, considering equality; some may get so excited about talking that others don’t have space for their own matters. There’s also the matter of situational awareness in online meetings. For example, attending a meeting while lying on the couch or doing household chores at home. Perhaps the issue of being distracted during the online meeting and not focusing on what others are saying.”

This response was simplified into four different parts. The simplifications were categorized into the four subcategories shown in Table 1 (removed), which were further divided into three main categories, corresponding to the answers to the research question.

For the second question, “What factors have you observed that facilitate online interaction?” the responses identified included anticipation, dialogue skills, application proficiency, presentation skills, attention to energy levels, and managing the sense of space.

For example, regarding anticipation and application proficiency, one response stated:

“By calmly testing connections and the functions of the online platform before the actual online session, one can focus on interaction rather than spending energy on practicalities.”

For the third question, “In interaction, dialogue — i.e., creating mutual understanding — can be key. Success in dialogue can involve emotional articulation and understanding emotional expression, which is also a strength of experts by experience. However, conveying emotions through online interaction is challenging. What online tools and methods do you think enable successful dialogue?”

The responses highlighted the importance of anticipation, emotional reflection and resonance, the ability of applications to convey sensory stimuli affecting understanding, consideration of distractions in interaction situations, and dialogue skills. As an example, one project worker’s response:

“In my observations, written messages and text-based communication often fall short, and misunderstandings increase. Phone calls, video, or even voice messages reveal more of the emotional side, adding depth to the communication. Trust is also important, and it’s better if there isn’t much background noise, or if conversations aren’t conducted while on the move. Stopping and giving the impression that ‘I’m interested in your matter, and this time I’m spending with you is my 100% focus on this dialogue,’ is key.”

For the fourth question, “Those with a background in crime or substance abuse may have more learning difficulties than average. How should learning difficulties be addressed in the online interaction handbook?” The responses emphasized considering accessibility and measuring learning. For example, two different project workers’ responses:

“Text pacing and visual enhancements. Engaging sections, such as reflection exercises or personal plan documentation. Illustrations to support the text. Clear fonts, etc.”

“When individuals with learning difficulties like Keijo have been integrated equally into higher education communities, they have succeeded in participating in higher education studies through open universities. Setting the bar too low doesn’t motivate. It also inherently undervalues the target group. The group includes people with prior higher education. So, offer different levels of methods. Some enjoy creative approaches, and others don’t.”

For the fifth question, “What elements in online interaction could boost well-being, and how should they be incorporated into the online interaction handbook? Reflect on your answer from the perspectives of loneliness, feelings of lack of control, and stress.”

The responses included interpersonal dialogue, understanding what online interaction is, positive feedback from the application, timing the learning process, and breaking the learning process into manageable parts. For example, one project worker’s response:

“Perhaps checklists of achievements could be a nice way for the reader of the handbook to check what they have learned along the way. It could create small feelings of success. This could be at the beginning and end of each chapter — first a promise of what will be learned in the section, and then at the end, a reward and summary of the learned material and how it can be applied.”

For the sixth question, “What general wishes do you have for the implementation of the online interaction handbook?”

The responses highlighted proficiency in online meetings, emotional reflection, reflection on levels of understanding, and accessibility. For example, one project worker’s response:

“Perhaps this should also consider how to end online meetings. If heavy topics are discussed online, participants may feel anxious or lonely afterward. What happens after the online meeting? Experts by experience may also experience a range of emotions from success to failure. I don’t know if it should differentiate and target information based on the type of online meeting (e.g., individual & group client meetings, lectures for professionals/students, participation in working groups).”

It was also important to note that dividing the survey responses for project workers into parts and categories sometimes broke the context related to the responses. The categorizations helped construct the main structure of the handbook, but in designing the actual content, each response had to be reviewed separately as a whole.

For example, the relationship between internet delay and the fluency of conversation did not emerge through categorization in the way it was described in the survey response:

“For example, internet delay is a challenging issue when you can’t see the other person’s reactions: people tend to talk over each other, and the conversation stumbles. Video helps with this. It plays an important role in creating a successful emotional connection. It signals presence more strongly than anything else.”

6.5 Developing the Online Interaction Handbook

The development of the online interaction handbook had to be limited in accordance with the available time and resources. Not all development requests and problems identified in the survey shown in Appendix 1 could be addressed. The first step was to define the structure of the handbook. Using the knowledge base, the main structure of the online interaction handbook was formed, which guided both the technical implementation and content creation.

The main structure of the online interaction handbook is divided into three parts: the initiation of online interaction, the dialogue phase of online interaction, and the conclusion of online interaction. The conclusions leading to the formation of the main structure are described after figure.

 A Diagram Guiding the Structure of the Handbook

The first part of the online interaction handbook addresses factors related to initiating online interaction, considering a low-threshold approach. The simultaneity of online interaction is the most distinguishing factor, as presented by Raatikainen et al. (2020, 196). If communication is not simultaneous, it is impossible to evaluate interaction immediately, and adjusting communication to fit the situation becomes more challenging because the communicator does not know how the recipient will react to the message. This is closely related to emotions, where facial expressions, according to Paavilainen (2016, 95–155), convey the most information about another person’s emotional state. On the other hand, asynchronous communication provides time to consider what one intends to communicate. Asynchronous communication typically involves text, but it can also include recorded videos and audio.

The most important aspect of interaction is to consider its effectiveness (Matikainen 2001, 25–32). To understand the potential and limitations of effectiveness, learning and testing the application used for online interaction beforehand emphasizes the importance of testing the functionality of the applications before the interaction situation. Testing is less critical in asynchronous communication methods than in real-time video and audio connections.

The second part of the online interaction handbook focuses on dialogue, where a successful encounter, according to Mönkkönen (2018, 167–169), is a prerequisite. In the dialogue phase of online interaction, the mode of communication is agreed upon, but there may still be uncertainty about the other person. This raises the question of the advantages and disadvantages of familiarity or anonymity. A known person may fear losing face, which can prevent the discussion of difficult topics before trust is established due to the fear of embarrassment. Being anonymous removes the fear of losing face, which can allow the disclosure of difficult matters in low-threshold services, as defined by Leemann and Hämäläinen (2015). However, the distance created by online interaction can also lead to antisocial and uninhibited behavior, as Oulasvirta (2011, 28) points out.

In low-threshold services, familiarity can be a disadvantage, but in peer support related to expertise by experience, familiarity can lead to trust and the discussion of difficult issues. According to THL (2023), typical tasks for experts by experience require a certain level of familiarity. Online interaction aimed at building trust may start with anonymity and end with familiarity. Familiarity affects dialogue in many ways, but what is common in dialogue is the need to focus on the other person’s story. This requires the ability to detach from one’s own preconceptions, allowing the other person to tell their story in the way they want, and to create shared meanings, which, according to Alhanen et al. (2019), is central to dialogical encounters.

Allowing time and space for the other person demonstrates that you are focused on their narrative. This is particularly important at the beginning of dialogue, as Mönkkönen (2018, 167–169) states that trust-building occurs during the first phase of dialogue. In group situations, it is especially important to provide equal time and space for everyone. Talkative individuals may need to be quieted, and quieter participants may need encouragement to speak. The feeling of being heard leads to the development of trust and allows for the posing of open and closed questions. Through questions and dialogue, a shared new perspective can emerge, which could include empowerment, solutions to problems, and commitment to change, similar to the motivational interviewing method recommended by Käypä hoito (2020).

The third part of the online interaction handbook deals with ending the online interaction situation. Conclusion relates to socio-emotional learning, which, according to Talvio and Klemola (2017, 18–21), refers to a process that supports social and psychological well-being. The importance of a proper conclusion was also highlighted in the qualitative survey shown in Appendix 1:

“Perhaps it would be useful to consider how to end online meetings. If heavy topics are discussed online, participants may feel anxious or lonely afterward. What happens after the online meeting? Experts by experience may also experience a range of emotions from success to failure. I don’t know if it would be necessary to differentiate and target information related to different types of online meetings (individual & group client meetings, lectures for professionals/students, participation in working groups).”

In the closing phase, shared opinions, such as solution ideas, can be reviewed, and dissenting views can also be acknowledged. In group situations, it makes sense to discuss how each person participated in the meeting, what they learned, how they could improve their participation, and what problems they encountered regarding the meeting. In this way, for example, technical issues can be addressed and resolved before the next online interaction session.

Questions like “What’s next?” can help assess what participants plan to do after the online interaction and schedule the next meeting. The answers can guide the conclusion toward a positive and hopeful outcome, which can be important in preventing feelings of loneliness and the development of marginalization, as expressed by Qirtas et al. (2022).

6.6 Initial Alpha Version of the Online Interaction Handbook

After analyzing the survey for project workers, it was logical to conduct the first experiment. The initial alpha version consisted of 24 pages. Figure shows the cover page of the alpha version. The purpose of the alpha version was to test the possibilities and limitations of Canva (2022) with a short test content and to gather information about the comprehensibility of the test content.

Cover Page of the Initial Alpha Version

Based on the survey of the project workers, the expectations for the handbook’s implementation included requests such as:

”I would most expect an innovative, light-looking but content-rich, visual, fun, and educational handbook.”

This request was challenging, as the theory-driven text content needed to be understandable and resonate with the reader, whether the reader was nearly illiterate or a highly educated expert by experience. In the development process, the text content had to be almost complete before adding supportive images and graphics, as Matikainen (2001, 16–19) emphasizes that language and its comprehension are central in social constructionism. Finding presentation graphics to support the text content was further complicated by the requirement that the graphics be either ready-made CreativeCommons (2022) free graphics or self-produced graphics.

There was also a request for interactive tasks in the handbook. For example:

”Interactive sections, such as reflection tasks or writing down one’s own plan.”

This request aligns well with what both Dunlosky et al. (2013) and Putnam et al. (2016) emphasize about learning efficiency. Specifically, the use of metacognitive strategies, as highlighted by Eysenck (2012, 143–153), where the learner attempts to activate previous memory representations to which they can connect new information, was incorporated into the design of the initial alpha version. To serve this purpose, the character “Virtual Vexi,” shown in Figures, was added as a third persona to support reflection that activates metacognition.

The Importance of Emotional Resonance

To emphasize the importance of emotional resonance, the initial alpha version included a mnemonic:

”You might forget what you’ve read, heard, or seen, but you will not forget the emotions I made you feel!”

Feedback on the initial alpha version was requested from the project workers via email. Below are some excerpts from the feedback:

- ”The reflective questions and comments were great! The drawn images were quite nice, though some of the human figures seemed a bit ‘clinical.’”

- ”I’m pondering how Virtual Vexi’s role should be made clearer to the user, and I’d consider a version of Vexi that’s more appropriate for the target group.”

- ”I’d aim for as consistent a visual style and image choice as possible, which helps calm the overall presentation. A peaceful and clear appearance invites deeper engagement with the handbook.”

- ”Photographic images would be more appealing and ‘stylish’ than drawn images.”

- ”In general, I’d keep the functions and visual presentation simple and maintain a clear theme, so attention is focused on the essential points.”

Based on the feedback and testing, the design had to be adjusted. It was decided to remove Virtual Vexi and the reflective tasks, as there was not enough information at this stage about how the experience experts would interpret things and what kind of Virtual Vexi or reflective tasks would be appropriate.

The feedback also highlighted the clinical nature of the images, with suggestions to use more photo-like images. The clinical appearance was due to the limitations of Canva’s (2022) free version. Additionally, the images available in Canva (2022) were somewhat gendered, especially in those related to empathy. To address this, images were generated using the AI tool DALL-E 2 (2023) to better support the handbook’s textual content.

Examples of images created by DALL-E 2 (2023) can be seen in Figures. The figure captions include the English-language prompt given to the DALL-E 2 (2023) AI. The images generated by the AI are freely usable, as if they were CreativeCommons (2022) CC0-licensed images.

6.7 Alpha Version of the Online Interaction Handbook

The initial alpha version provided valuable insights for planning and implementing the full alpha version. In developing the alpha version, feedback and the limitations associated with using Canva (2022) were taken into account. The primary focus was to produce clear and understandable text rather than relying heavily on images and graphics. The handbook was designed to be used both digitally online and in printed form.

The different sections of the handbook, created using Canva (2022), were linked as web links to the table of contents page, as seen in Figure, accessible via a web browser. Each part of the handbook could evolve at its own pace in a modular manner, and sections could have varying access rights. This approach made the overall structure more scalable. However, managing the content required embedding and updating long web addresses, which posed a potential challenge.

The alpha version adhered to a black-and-white graphic standard that was clean and did not include any visual elements that might distract from reading. The text sections used the font Open Sans, with a size of 80 for the top banner, 30 for central elements, and 18 for other parts. The text was aligned to the left. The black-and-white color scheme and clear font contributed to the printability of the handbook and helped conserve printer ink. Saving printer ink also means conserving natural resources and reducing costs. The graphic standard met the accessibility requirements specified by the Regional State Administrative Agency (Aluehallintovirasto, 2023).

During the alpha phase, part 1, covering asynchronous (non-real-time) online interaction, contained 16 pages of text, synchronous (real-time) interaction had 7 pages, and preparation and testing had 9 pages. The pages also included links to external sources, allowing access to broader topics and information. Part 2, addressing familiarity and low-threshold services, contained 7 pages, dialogue skills had 22 pages, mental well-being had 19 pages, and tips for different situations had 5 pages. Part 3, which focused on ending online interaction and closing dialogues, included 6 pages of text, and continuous improvement had 4 pages.

The alpha version featured discussion examples for various situations, security guidelines, an email example, testing and practice guidelines, and an ethical reflection task regarding what constitutes low-threshold services. This task was based on Leemann and Hämäläinen’s (2015) definition of low-threshold services.

According to Eysenck (2012, 143–153), in conscious learning, new information should be linked to prior knowledge, for example, through metacognition. In the initial version, the character “Virtuaali-Vexi” was introduced to support metacognition, but it was omitted in the alpha version due to insufficient information on how experience experts perceived Virtuaali-Vexi. A dialogue-based reflection task supporting metacognition was added instead, allowing readers to analyze a fictional dialogue with a client and apply their prior knowledge in a practical situation.

Feedback was requested from project staff regarding the effectiveness of the alpha version. Here are examples of the feedback:

- “My concern is that your valuable work and this important issue may go unread. When you finalize the visual design, consider whether adding more photo-like images and color might bring life to the handbook and motivate readers. As the author, of course, you make choices and decisions about this, and you’ve already provided reasoning in your message.”

- “The mental well-being sections could be revisited — what is essential for the online interaction handbook? We can discuss this together in the next round of feedback.”

- “Should there be mention of the challenge of allowing silent moments, especially online?”

Based on the feedback from the project staff, it became evident that Canva (2022) might not be the ideal tool for producing the handbook. More graphics and images were requested, but these needed to support the text, which was not yet finalized. Moreover, writing content suitable for both nearly illiterate and highly educated experience experts was challenging. Canva (2022) does not offer Finnish language proofreading, and its available images and graphics were not appropriate for supporting the handbook’s content.

Additionally, Canva (2022) does not support search functions, and maintaining the table of contents and other links was manual and cumbersome. If any page changed or was removed, every link had to be manually updated.

From an accessibility standpoint, visual design should be as clear as possible. The content should also be available in other formats, such as audio. While speech could be recorded in Canva (2022) after the text was finalized, any changes to the text would require re-recording the speech, which was not feasible within the time constraints of the development project.

In addition to making the text theoretically grounded, understandable, and written in easy-to-read Finnish with short sentences, the feedback highlighted other content-related issues that the project staff emphasized:

- “Will the experience expert be interested in reading this?”

- “What will capture their attention?”

- “What will they remember?”

These comments raised the question of whether another application might be better suited than Canva (2022) for developing the online interaction handbook. Since most experience experts, according to Kurki et al. (2022), use Office365, which includes Microsoft Word (2023), the question became whether Canva (2022) or Microsoft Word (2023) would be more suitable.

In addition to having access to Microsoft Word (2023), accessibility might be easier to achieve with it, as Word (2023) includes ease-of-use features, search functions, and document automation tools not available in Canva (2022). To explore this, a qualitative survey was necessary.

Before preparing the qualitative survey, the alpha version created in Canva (2022) had to be copied and edited into a 30-page document using Microsoft Word (2023) to compare these two different implementation approaches.

The graphic standard in the Microsoft Word (2023) version followed the core sans-serif font Arial, with black-and-white coloring. This graphic standard met the accessibility requirements (Aluehallintovirasto 2023). Figure shows the table of contents of the online interaction handbook in Microsoft Word (2023).

6.8 Survey for Project Employees and Experience Experts

To resolve the preference between Canva (2022) and Microsoft Word (2023) and to determine the effectiveness of the content, a qualitative digital survey was created using Microsoft Forms (2023), as outlined in Appendix 3.

The survey in Appendix 3 was targeted at both the experience experts representing the target group and the project staff. The survey was open from March 6, 2023, to March 19, 2023. A total of six responses were received — two from experience experts and four from project staff. The average response time was 37 minutes. One project employee did not respond to questions related to the content. This gap was considered in the analysis.

The survey statements were analyzed on a scale ranging from “strongly disagree” to “strongly agree” using Microsoft Excel (2023) functionalities. In the diagrams, which Microsoft Excel (2023) classifies as charts, the results from the experience experts are at the top, followed by the results from the project staff, and the combined results are at the bottom.

In the value scale for the charts, the option “neither agree nor disagree” received a value of zero. In the results, the number of respondents who chose “neither agree nor disagree” was doubled, and one value was multiplied by -0.5, while the other was multiplied by 0.5. In the result charts, this category is displayed in gray.

The number of respondents who agreed received positive values, appearing to the right of the zero value in the charts. The “somewhat agree” option is displayed in blue, while “strongly agree” is displayed in green. The number of respondents who disagreed was multiplied by -1, resulting in negative values that appear to the left of the zero value in the charts. The “somewhat disagree” option is displayed in orange, and “strongly disagree” is shown in cyan.

The questions and statements related to both Canva (2022) and Microsoft Word (2023) focused on ease of use, readability, information accessibility, engagement, ability to update content, and overall preference. The statements in questions 2 and 3 of the survey (Appendix 3) were identical, except they referred to either Canva (2022) or Microsoft Word (2023) versions. Below are some of the analysis results.

Based on the results shown in Figures , the experience experts found the Canva (2022) version easier to read than the Microsoft Word version. The readability of the Microsoft Word (2023) version was significantly lower than that of the Canva (2022) version. In the responses from project staff, there was greater variability, but overall, the responses favored the readability of Canva (2022).

A few example graphs:

6.9 Beta and Final Versions of the Online Interaction Handbook

Based on the results of the survey, the experience experts were generally satisfied with the alpha version of the handbook created using Canva (2022), and further development was not strictly necessary. However, there was a desire for more images and graphics to support the textual content of the alpha version. Since Canva’s (2022) free version did not provide suitable images, and there was insufficient time to find or create images that matched the text, the decision was made to enhance the beta version using Microsoft PowerPoint (2023).

The beta version, aimed at achieving a more polished final product, was ultimately developed using Microsoft PowerPoint (2023), which offered several advantages, such as the ability to proofread the text and access a broader range of free images. Microsoft PowerPoint (2023) enabled the use of Creative Commons (2022) images, searchable by keywords related to the text, and it could automatically attribute image sources within the handbook. The graphical standard of the handbook was based on the Arial font, and the design was kept simple and consistent. The overarching idea for the design was to facilitate learning incrementally, akin to “eating an apple one bite at a time.”

In addition to the title page and example page shown in Figures, the beta version contained 74 pages, including 8 pages of references. The version developed in Microsoft PowerPoint (2023) could also be transferred to Canva (2022), allowing it to be accessed via a web browser in nearly the same format. This meant that readers did not need Microsoft PowerPoint (2023) skills or licenses to view the handbook. The link to the handbook could also be shared via email, making it easy for users to access.

Comments were requested for the beta version, which was made available in Microsoft PowerPoint (2023), Canva (2022), Adobe Acrobat Reader (2023) PDF formats, and as a video. However, no feedback was received within the timeframe allocated for this development project.

The final release included additional references and corrections to typographical errors. The final version was made available in both Microsoft PowerPoint (2023) and Canva (2022), allowing for future development either individually or collaboratively. The various parts could be divided into different sections within Canva (2022), with permissions managed according to the administrators. Figures from the final release created in Microsoft PowerPoint (2023) can be found in Appendix 4.

7. Development Work Output and Evaluation

The goal of this development-focused thesis was to create an online interaction handbook for Finnish-speaking experience experts with criminal and substance abuse backgrounds. The aim was for the handbook to help experience experts learn the basics of interaction in low-threshold online assistance.

The creation of the online interaction handbook was successful, receiving excellent feedback from the experience experts during the alpha phase and good feedback from the project workers. Since no comments were received on the beta or release versions and time ran out, there was no need to request separate evaluations. Experience experts indicated that the alpha version was sufficient, and it was assumed that no comments on the improved beta version meant satisfaction. The learning of interaction basics in online assistance could not be evaluated within the time allocated for the development work.

7.1 Evaluation of the Output

The validity of the evaluation depends on how well the goals, process, and achievements of the development work are identified and described. The methods used and the clarity of the process must be the focus of the evaluation. For example, the evaluation should assess the planning phase, how clear the objectives were, and how well they were achieved (Ojasalo et al., 2018, 47–48). In evaluating the online interaction handbook created through this development work, the evaluation criteria were based on the feedback from the alpha phase survey and the feedback provided by the project.

The goal of constructive research is to solve practical problems by creating a concrete output (Ojasalo et al., 2018, 37–38). This goal was realized by developing an online interaction handbook in response to the identified problems.

In the development process, changes can affect not only concrete outcomes but also human behavior, making it an action research process (Ojasalo et al., 2018, 37–38). The effect of the online interaction handbook on behavior could not be evaluated due to time constraints, but the project’s professional feedback suggested that the handbook could be used in training, in pilots carried out by experience experts in prisons, and in other project activities.

The alpha version of the online interaction handbook was modular and scalable, including a section intended for experience experts to contribute tips on best practices in online interaction. Collecting effective and practical tips from experience experts would have allowed the handbook to evolve more quickly, guided by the experts themselves. The beta and final versions enabled the collection of practical tips, but changes would need to be made in a single file and then published, for example, by transferring the file to Canva (2022). The content created by the experience experts themselves was important because one challenge of the development work was understanding the skill levels of the experience experts. Some of the experience experts were highly educated, while others were nearly illiterate. The text needed to be concise, clear, and resonate emotionally with readers. Writing such text requires knowledge of how each individual comprehends the content.

According to Eysenck (2012, 143–153), in conscious learning, new information should be linked to previous memory representations through metacognition, for example. According to Dunlosky et al. (2013), the most enduring learning outcomes are achieved by breaking the material into manageable sections and spacing the learning over time. However, the knowledge checklists and other tasks requested by the project workers to assess learning were omitted because presentation software typically does not allow for interactivity. Interactive content could have progressively adapted to the reader’s level of knowledge through test questions, for example. However, knowledge checklists and other forms of assessment should be implemented in a way that does not increase performance anxiety, which can lower self-efficacy and motivation to try again. Performance anxiety can be related to learning difficulties, which may have contributed to an individual’s inclination to seek the company of people who find pleasure in substance use (Nurmi et al., 2014, 140–153, 157–160; Nurmiranta et al., 2009, 45–68), particularly for experience experts with a prison background, who are likely to have learning difficulties, with the probability being as high as 80% (Partanen et al., 2015, 407–410).

It can be challenging for an expert to write theoretical content that is understandable from a beginner’s perspective. In this development work, targeting the content was particularly difficult because the development work was carried out remotely, and the methods used did not allow the developer to observe firsthand how the measures affected the experience experts. Information on the impact was based on the observations of project workers who observed the daily lives of the experience experts. Due to the incomplete interaction between the expert and the beginner, the alpha version’s development phase included testing whether AI (ChatGPT 2023) could help clarify the content. Table 2 provides examples of how the original expressions were translated into simplified Finnish using AI.

The translations produced by AI for discussions (ChatGPT 2023) may be clearer in some aspects, but they are typically longer and, therefore, not suitable for presentations where information needs to be presented briefly and concisely.

Images and graphics would help clarify the handbook on online interaction. Before embedding images and graphics into the presentation, there should be an idea of what message the images or graphics are intended to convey. Often, this requires that the textual content be nearly complete. Visuals would be even better if examples could be provided in video format. In the preliminary alpha version, the embedding of videos in Canva (2022) was tested by embedding a subtitled video about using email made with Powerdirector (2023). The video was 1:47 minutes long and 9.45 MB in size. Based on testing, subtitled videos had to be excluded because videos requiring less than 1024-pixel resolution and below 10 Mbps transfer speeds were too unclear. Producing videos would also have required more time than was allocated for this development project. It was especially challenging to create videos that would work on both small mobile screens and large computer screens. Additionally, videos would not work in the paper version.

According to the result shown in above figures, the target group of peer experts rated the alpha version as excellent, and according to figures, further development was deemed unnecessary. According to the project workers, the alpha version was rated as good, and they recommended continuing the development. No evaluations were received for the beta or final versions, and the development time allocated for the project ran out. However, it can be assumed that the final version is better than the alpha version, as the beta version aimed to fulfill requests such as adding images to support the text.

Due to the schedule, some requests had to be excluded. In particular, visuals and adjusting the content to match the diverse skill levels of the target group were given less attention at this stage. Still, according to the project feedback, no similar handbook exists, and the handbook produced in this development project is both content-rich and meaningful for the project. The most important aspect of the project feedback is that the handbook supports the advancement of the project’s goals, which was also a key interest and, according to Toikko and Rantanen (2009, 38, 44), the most important methodological element of developmental research.

In a development project, generally accepted methods should be used, which adhere to good scientific practice, i.e., follow the operational standards recognized by the scientific community, honesty, diligence, and precision in all phases of research. Information acquisition, research, and evaluation methods should be ethically sustainable and transparent. (Toikko & Rantanen 2009, 128–129.) The methods used in this development project are generally accepted in research-based development work. The choice of methods was justified, and the information obtained through these methods guided the development work, and the information was handled carefully and thoroughly. The results of the qualitative surveys were not generalized uncritically, the results were examined critically, and the choices made were justified.

In development work, the contributions of authors of literature sources and the achievements of researchers must be appropriately acknowledged and clearly presented (Hirsjärvi, Remes & Sajavaara 1996, 23–27; Good Scientific Practice 2023). This was achieved in this development project by using citations and clearly presenting the sources.

The preservation of materials related to the development work, as well as data protection issues, must be defined and approved in a manner accepted by all parties. The reporting of results must not be misleading or incomplete. Fraud and carelessness must be avoided by maintaining complete transparency in all phases of the development work. (Hirsjärvi, Remes & Sajavaara 1996, 23–27; Good Scientific Practice 2023.) The issues related to materials and data protection were defined and approved at the beginning of the development project, and the agreement was followed throughout the project. The reporting of results is not misleading, although only part of the results from the surveys is included in this report. All results were openly reported to the client without omitting any information.

The surveys used in this development work did not require the prior approval of the Research Ethics Committee according to the guidelines of Good Scientific Practice (2023), as the survey forms did not contain identifying information, meaning that individuals could not be identified directly, indirectly, or unintentionally from the data. Participation in the surveys required for the development work was based on informed consent, explaining the purpose of the surveys. All participants had the right to refrain from answering the survey. The development work was done voluntarily.

As an ethical foundation, professionals working in social care must act responsibly with sufficient knowledge and ensure that interviewees and colleagues are respected during the development work and in the reporting process (Ethical Guidelines for Social Workers 2023). To ensure ethicality, research permission was requested from Valo-Valmennus (Valo-Valmennus 2022) for both conducting the surveys and developing the online interaction handbook.”

7.2 Reliability of the Output

The reliability of the development work can be increased by writing detailed reports of progress at all stages. The development work should clearly present a self-assessment of how one’s own views or other background factors may have influenced the development work. The conditions under which the data was collected should be truthfully and clearly described, including the methods used, the time spent, potential misinterpretations, and any distractions, without hiding anything. (Hirsjärvi et al. 1996, 231–233.) These requirements were met by keeping a diary of the development work, communicating openly and clearly the data collection methods and results, not hiding the problems, and explaining the choices made.

In qualitative research, reliability means minimizing errors. The number of errors is reduced when the original expressions are refined into significant elements relevant to the research, and the number of simplified expressions matches the number of original expressions. The classification of the material should be described thoroughly, and the interpretations and conclusions should be supported by authentic quotations from the survey responses. (Hirsjärvi et al. 1996, 231–233.) In the survey described in Appendix 1, classifications were made from the responses of the project workers, helping to answer the questions. The number of simplified expressions corresponded to the number of original expressions, and the authentic responses of the respondents supported the conclusions. In the survey described in Appendix 3, both for project workers and peer experts, a rating scale was used, which corresponded sufficiently well to the questions.

7.3 Evaluation of the Development Process

The development process was challenging because it occurred solely online and was based on the information gathered through the methods used in the development process. Initially, the development process was difficult to define, but ultimately it became clearer and adapted to both the technical possibilities and the perspectives on what kind of implementation would produce the best result within the time and resources allocated to this development work.

Research-based development work involves solving practical problems with new ideas and their implementation. Development work moves things forward and does not merely describe or explain. (Ojasalo et al. 2018, 18–21, 104–105.) An example of progress is the development of the online interaction handbook from planning to execution.

A key aspect of the development process was to create a knowledge base to guide the development work. In the practical approach of development work, reciprocity is the most important factor, according to Toikko and Rantanen (2009, 44–47). Reciprocity was sought through surveys, short experiments, and requests for comments. The development process was effective, as it resulted in a new product, the online interaction handbook, which received a good rating and met the interests of the client.

Although the peer experts who responded to the survey rated the development work as excellent at the alpha version stage, it may not be equally effective for those peer experts who most need the basics of online interaction. This is because the respondents may have been more experienced peer experts.

A digital survey can only be answered if the person knows how to read, understands the questions, and has the necessary skills to respond to digital questions. This issue was addressed in the development process by incorporating the observations of the project workers regarding the peer experts into the development work.

The process could have been improved by engaging more directly with the peer experts and initially conducting a thematic interview or an observational study. The process could also have been improved by conducting more surveys to better reveal the diversity and developmental needs of the target group. However, responding to surveys requires sufficient motivation and time. Repeated, overly long, and detailed surveys may reduce willingness to respond. In addition to a digital survey, paper versions of both the surveys and the online interaction handbook could have been provided. Multiple surveys or the developer’s own observations were not possible in this development work due to time constraints.

8 Reflection

In societal discourse, digitalization seems to be a solution to many resource problems. As a social work student, it was interesting to explore the challenges and opportunities that digitalizing and online interaction present from the perspective of peer experts. By understanding the challenges and opportunities related to online interaction, it is possible to choose appropriate online interaction methods.

As interaction and services become digitized and shift to online platforms, according to the Information Supporting Wellbeing and Renewing Services (2020) strategy, the data produced by digitalized social and healthcare services should transform into knowledge aimed not only at reforming social and healthcare but also at encouraging citizens’ active involvement in their own wellbeing. In this process, digital illiteracy can increase the risk of marginalization (Raatikainen et al. 2020, 78, 194–199). Digital illiteracy can be reduced by raising awareness and providing learning-supporting arrangements, such as the online interaction handbook created in this development project.

A key shortcoming in the transition to digitalized online interaction appears to be the factors related to the transmission of emotions. For instance, the feeling of presence may not be conveyed because, through digitalization, we cannot abstract the stimuli from sensory systems that form emotions — such as touch-related stimuli — into a format transferable online. Digitizable elements, such as symbols like written text or emojis, may cause misinterpretations and emotions. However, facial expressions are the most important indicators of emotions and actions (Paavilainen 2016, 95–155), and they can be digitized and transmitted via video. Yet, looking at the computer screen through a microphone and camera is not the same as interpreting gestures and touch in close contact, which, according to Mönkkönen (2018, 39–47, 87–110, 120), is crucial for creating a connection with another person.

If, for example, the feeling of presence is not conveyed online, it can be assumed that this deficiency may lead some individuals to experience loneliness, a significant factor in social isolation and marginalization. For instance, social media enabled by digitalization has increased social isolation, which is associated with increased mortality and deteriorating health (Small et al. 2020). The phenomenon is interesting because digitalization allows us to interact with each other regardless of time and place, form social networks, and share skills and resources according to our mutual interests as we choose (Turpeinen 2011, 257–266). One could also assume that there are more people and that they live more densely than ever before in human history. Yet, about 11 percent of people in Finland are lonely, with loneliness being highest among those with low education and those over 75 years of age (THL 2022b).

Measuring loneliness, comparing it to others, and addressing the development of marginalization through digitalization appears impossible, for example, through wearable intelligence, due to the subjective nature of the feeling of loneliness (Qirtas et al. 2022). According to Nikula et al. (2022), peer experts in the Peer Experts Online project have also experienced loneliness because in-person encounters have decreased, and meetings have shifted to online platforms. However, moving peer support conducted by peer experts online should, according to THL (2023), increase the feeling that one is not alone in the situation. Emotions are also central to motivation (Paavilainen 2016, 95–155). In the online interaction handbook developed in this project, the ending, which aims to foster a sense of well-being and belief in the future, is specifically intended to reduce feelings of loneliness. A well-executed conclusion to the interaction is important, because if the interaction has been pleasurable, people will want to repeat it in the future and set expectations for future interactions.

In the process of digitalizing society’s services, the diversity and differences among people should be adequately taken into account. This is being pursued, for example, through accessibility requirements and by involving service users and peer experts in development work (THL 2023). This development project aimed for the same.

The next area for development could be implementing online interaction learning at different skill levels through tailored handbooks. Such development work would require extensive observational research to define the various skill levels. A potential challenge could be the dialogue between the expert and the learner, as it may be difficult for the expert to place themselves at the learner’s level of understanding, and conversely, the learner may not know what is possible to achieve.

A better outcome could be achieved by applying the traditional master-apprentice model, where the most skilled peer experts teach the less skilled ones, and both collaborate to develop the online interaction handbook to suit different skill levels. This way, tacit knowledge, which cannot be digitized into text or videos, would also be transferred. This knowledge would also be essential in the development of public services, in which, according to THL (2023), peer experts participate.

The online interaction handbook could also be technically improved and the content enhanced by integrating an external survey tool into the content. Readers could use the survey tool to rate the content and suggest corrections.

Some of the content could reasonably be implemented as comics, gamified, or virtualized. As artificial intelligence (AI) evolves, various AI-based exercises could be developed for technical online interaction training, but AI may not be the solution when it comes to the emotions central to peer support and peer expertise, as AI does not possess emotions.

By understanding the basic concept of dialogue and the impact of digitalization on dialogue, the online interaction handbook can be used more broadly than for its original purpose. The online interaction handbook could be applicable, for example, to remote leadership, remote supervision, distance learning, and guiding teams online. The online interaction handbook could also promote the development of applications that support dialogue.

9 References

Printed

Baars, B. & Cage, N.M. 2010. Cognition, Brain, and Consciousness: Introduction to Cognitive Neuroscience. 2nd edition. Oxford, United Kingdom: Elsevier.

Eysenck, M. 2012. Fundamentals of Cognition. 2nd edition. New York, United States: Psychology Press Ltd.

Hirsjärvi, S. & Hurme, H. 2000. Research Interview: The Theory and Practice of Thematic Interviews. Helsinki: University of Helsinki.

Hirsjärvi, S., Remes, P. & Sajavaara, P. 1996. Research and Write. 10th edition. Helsinki: Tammi.

Kortti, J. 2016. Media History: Meanings and Transformations of Communication from Speech to Bits. Knowledge Box 250. SKS Peer-Reviewed Non-Fiction. Helsinki: Finnish Literature Society.

Matikainen, J. 2001. Interaction Online. Helsinki: Palmenia Publishing.

Mönkkönen, K. 2018. Interaction in Client Work: Encountering Clients in Social and Healthcare Services. Helsinki: Gaudeamus.

Nurmi, J-E., Ahonen, T., Lyytinen, P., Pulkkinen, L. & Ruoppila, I. 2014. Human Psychological Development. Jyväskylä: PS Publishing.

Nurmiranta, H., Leppämäki, P. & Horppu, S. 2009. Developmental Psychology from Childhood to Old Age. Helsinki: Kirjapaja.

Ojasalo, K., Moilanen, T. & Ritalahti, J. 2018. Development Methods: New Skills for Business. 3rd–5th edition. Helsinki: Sanoma Pro Oy.

Oulasvirta, A. 2011. What is Human-Computer Interaction? In Oulasvirta, A. (ed.) Human-Computer Interaction. Helsinki: Gaudeamus, 28.

Paavilainen, P. 2016. Functional Brains: Fundamentals of Cognitive Neuroscience. Helsinki: Edita Publishing Oy.

Partanen, A., Holmberg, J., Inkinen, M., Kurki, M. & Salo-Chydenius, S. 2015. Substance Abuse Nursing. Helsinki: Sanoma Pro Oy.

Raatikainen, E., Rahikka, A., Saarnio, T. & Vepsä, P. 2020. Profession as a Social Worker. Helsinki: Sanoma Pro Oy.

Raatikainen, P. 2004. Human Sciences and Philosophy. Helsinki: Gaudeamus.

Saariluoma, P. 2011. User. In Oulasvirta, A. (ed.) Human-Computer Interaction. Helsinki: Gaudeamus, 47–60.

Talvio, M. & Klemola, U. 2017. Effective Interaction. Jyväskylä: PS Publishing.

Turpeinen, M. 2011. Communities. In Oulasvirta, A. (ed.) Human-Computer Interaction. Edited by Antti Oulasvirta. Helsinki: Gaudeamus, 257–266.

Vartiainen, M. & Andriessen, E. 2008. Virtual Team-Working and Collaboration Technology. In Chimel, N. (ed.). An Introduction to Work and Organizational Psychology: A European Perspective. 2nd edition. Carlton, Victoria, Australia: Blackwell Publishing Ltd, 209–233.

Electronic

Adobe Acrobat Reader 2023. Adobe Inc. Accessed 27.2.2023. https://www.adobe.com/fi/acrobat/pdf-reader.html

Alhanen, K., Soini, T. & Kangas, M. 2019. Dialog Academy: Dialogic Leadership and Power. Accessed 13.4.2023. https://dialogiakatemia.fi/2019/12/26/dialoginen-johtaminen-ja-vallankaytto/

Aluehallintovirasto 2023. General Information on Accessibility. Accessed 20.1.2023. https://www.saavutettavuusvaatimukset.fi/yleista-saavutettavuudesta/

Canva 2022. With Canva, it is easy to create professional design templates and share or print them. Canva Pty Ltd. Accessed 6.12.2022. https://www.canva.com/fi_fi/

ChatGPT 2023. AI for Conversations. OpenAI ChatGPT. OpenAI is an American artificial intelligence (AI) research laboratory consisting of the non-profit OpenAI Incorporated and its for-profit subsidiary corporation OpenAI Limited Partnership. Accessed 20.3.2023. https://chat.openai.com/chat

CreativeCommons 2022. Public Domain Dedication. Accessed 17.11.2022. https://creativecommons.org/

DALL E2 2023. DALL E 2 is an AI system that can create realistic images and art from a description in natural language. OpenAI is an American artificial intelligence (AI) research laboratory consisting of the non-profit OpenAI Incorporated and its for-profit subsidiary corporation OpenAI Limited Partnership. Accessed 16.2.2023. https://openai.com/product/dall-e-2

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. 2013. Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58. Accessed 1.12.2022. https://doi.org/10.1177/1529100612453266

Harisalo, R. & Aarrevaara, T. 2015. Catalytic Speech in Committees. University Press. Tampere. Accessed 13.4.2023. https://urn.fi/URN:ISBN:978-951-44-9911-1

Hietala, O. & Rissanen, P. 2015. Guide on Peer Expertise Activities. Peer Expert — From the Object of Care to a Sharer of Experiences and a Developer of Services. Rehabilitation Foundation & Finnish Central Association for Mental Health. Helsinki. Accessed 12.4.2023. https://www.mtkl.fi/uploads/2020/09/f27fa53c-kokemusasiantuntijaopas.pdf

Hilli, P., Ståhl, T., Merikukka, M. & Ristikari, T. 2017. The Cost of Marginalization — Case Study on the Profitability of Investment Calculation. Yhteiskuntapolitiikka Journal, issue 82 (2017):6. Accessed 1.12.2022. https://www.julkari.fi/bitstream/handle/10024/135714/YP1706_Hilliym.pdf?sequence=2

Good Scientific Practice 2023. Finnish Advisory Board on Research Integrity. Accessed 29.4.2023. https://tenk.fi/fi/tiedevilppi/hyva-tieteellinen-kaytanto-htk

Joenaho, H. 2012. Interaction in Face-to-Face Peer Support Groups. Master’s thesis in Speech Communication. Accessed 12.4.2023. http://www.urn.fi/URN:NBN:fi:jyu-201301191085

Koski, L. & Miettinen, K. 2007. Prisoners in Education. Accessed 5.12.2022. https://www.rikosseuraamus.fi/material/attachments/rise/julkaisut-risenjulkaisusarja/oJ202Cg6R/3-2007_Vangit_koulutuksessa_wep.pdf

Kurki, J. & Nikula, K. 2022. Peer Experts’ Level of Digital Competence and the Need for Additional Training — Peer Experts’ Perspectives for Development Work. Laurea Journal. Accessed 17.11.2022. http://urn.fi/URN:NBN:fi-fe2022053039789

Kurki, J., Leppäniemi, T. & Nikula, K. 2022. Insufficient Digital Competence Causes Stress for Peer Experts. Laurea Journal. Accessed 1.12.2022. http://urn.fi/URN:NBN:fi-fe2022102863696

Käypä hoito Recommendation 2020. Motivational Interviewing. Helsinki: Finnish Medical Society Duodecim. Accessed 10.3.2023. https://www.kaypahoito.fi/nix02109

Law on the Provision of Digital Services 306/2019. Issued in Helsinki on March 15, 2019. Accessed 20.1.2023. https://www.finlex.fi/fi/laki/alkup/2019/20190306

Laurea 2022. Bachelor of Social Services Education. Accessed 6.12.2022. https://www.laurea.fi/koulutus/sosiaali–ja-terveysala/sosionomi/

Leemann, L. & Hämäläinen, R.-M. (2015). Low-threshold Services. Social Inclusion Coordination Project (Sokra). National Institute for Health and Welfare. Accessed 1.2.2023. https://thl.fi/documents/966696/3775621/Tietopaketti_Matalan_Kynnyksen_Palvelut.pdf/97b1aef8-b8ca-4ec3-ac4c-b80d3e754cec

Microsoft Excel 2023. Spreadsheet application. Microsoft Corp. Accessed 16.1.2023. https://www.microsoft.com/fi-fi/microsoft-365/excel

Microsoft Forms 2023. Easily Create Surveys and Polls to Collect Customer Feedback. Microsoft Corp. Accessed 16.1.2023. https://forms.office.com/

Microsoft Powerpoint 2023. Presentation graphics application. Microsoft Corp. Accessed 27.2.2023. https://www.microsoft.com/fi-fi/microsoft-365/powerpoint

Microsoft Word 2023. Word processing application. Microsoft Corp. Accessed 27.2.2023. https://www.microsoft.com/fi-fi/microsoft-365/word

Mikkonen, K., Nikander, K. & Voutilainen, A. 2015. Recognizing and Supporting Learning Difficulties. Lääkärilehti, 12/15. Accessed 1.2.2023. https://www.potilaanlaakarilehti.fi/artikkelit/oppimisvaikeuksien-tunnistaminen-ja-tukeminen/

Nieminen, A. 2014. Definition and Forms of Experiential Knowledge — Towards a New Politics of Experience? In Ari Nieminen, Ari Tarkiainen & Elina Vuorio (eds.) Experiential Knowledge, Wellbeing, and Locality. Turku: Turku University of Applied Sciences Reports 177, 14–29. Accessed 12.4.2023. https://julkaisut.turkuamk.fi/isbn9789522164353.pdf

Learning Difficulties and Marginalization 2019. The Association of People with Learning Disabilities, memorandum 4.7.2019. Accessed 1.2.2023. https://www.eoliitto.fi/wp-content/uploads/2021/02/Oppimisvaikeudet-ja-syrjaytyminen.pdf

Powerdirector 2023. Video Editing, Made for Everyone. Cyberlink Technologies Inc. Accessed 16.2.2023. https://www.cyberlink.com/products/powerdirector-video-editing-software/overview_en_EU.html?r=1

Putnam, A. L., Sungkhasettee, V. W., & Roediger, H. L. 2016. Optimizing Learning in College: Tips from Cognitive Psychology. Perspectives on Psychological Science, 11(5), 652–660. Accessed 1.12.2022. https://doi.org/10.1177/1745691616645770

Qirtas, M., Zafeiridi, E. Pesch, D. & Bantry White, E. 2022. Loneliness and Social Isolation Detection Using Passive Sensing Techniques: Scoping Review. JMIR Mhealth Uhealth, 2022 Apr 12;10(4):e34638. doi: 10.2196/34638. PMID: 35412465; PMCID: PMC9044142. Accessed 1.12.2022. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9044142/

Small, G. W., Lee, J., Kaufman, A., Jalil, J., Siddarth, P., Gaddipati, H., Moody, T. D. & Bookheimer, S. Y. 2020. Brain Health Consequences of Digital Technology Use. Dialogues in Clinical Neuroscience, volume 22, issue 2, 179–187. Accessed 2.5.2023. https://doi.org/10.31887/DCNS.2020.22.2/gsmall

Sosiaalialan ammattihenkilön eettiset ohjeet 2023. Everyday Life, Values, and Ethics. Ethical Guidelines for Professionals in Social Work. Talentia. 3rd edition. https://talentia.lukusali.fi/#/reader/4fb08bf6-d9e1-11ed-bdad-00155d64030a

Application Guide for the Social Welfare Act 2017. Publications of the Ministry of Social Affairs and Health 2017:5. Ministry of Social Affairs and Health. Helsinki. Accessed 17.11.2022. http://urn.fi/URN:ISBN:978-952-00-3959-2

Sosiaali- ja terveydenhuollon tiedonhallinnan ohjaus 2020. Ministry of Social Affairs and Health. Accessed 1.12.2022. https://stm.fi/sotetiedonhallinta

The Constitution of Finland 11.6.1999/731. Accessed 3.4.2023. https://www.finlex.fi/fi/laki/ajantasa/1999/19990731

Suomisanakirja 2022. Communication. Accessed 17.11.2022. https://www.suomisanakirja.fi/kommunikaatio

Teosto 2022. A License Is Always Required for the Public Performance of Music. Teosto Music Copyright Organization. Accessed 17.11.2022. https://www.teosto.fi/musiikin-kayttoluvat/mihin-lupa-tarvitaan/

THL 2022a. Proportion of People Feeling Lonely. Statistical Information on the Health and Well-being of Finns. National Institute for Health and Welfare. Sotkanet Statistical Indicator. Accessed 1.12.2022. https://sotkanet.fi/sotkanet/fi/metadata/indicators/4285

THL 2022b. Table of Results on the Proportion of People Feeling Lonely. Statistical Information on the Health and Well-being of Finns. National Institute for Health and Welfare. Sotkanet Statistical Compilation. Accessed 1.12.2022. https://sotkanet.fi/sotkanet/fi/taulukko/?indicator=szY0irQ21jOMN7bWNYo3BAA=&region=s07MBAA=&year=sy5zsjbS0zUEAA==&gender=t&abs=f&color=f&buildVersion=3.0-SNAPSHOT

THL 2023. Peer Expertise and Peer Support. National Institute for Health and Welfare. Accessed 1.2.2023. https://thl.fi/fi/web/mielenterveys/mielenterveyspalvelut/kokemusasiantuntijuus-ja-vertaistuki

Tieteen Termipankki 2017. Analog-to-Digital Conversion. The Helsinki Term Bank for the Arts and Sciences. Accessed 17.11.2022. https://tieteentermipankki.fi/wiki/Kielitiede:analogia-digitaalimuunnos

Tieteen Termipankki 2022. Interaction. The Helsinki Term Bank for the Arts and Sciences. Accessed 17.11.2022. https://tieteentermipankki.fi/wiki/Clean_Energy_Research:interaction

Information Supporting Wellbeing and Renewing Services 2020. Sote-Data for Beneficial Use Strategy. Ministry of Social Affairs and Health. Accessed 1.12.2022. http://urn.fi/URN:ISBN:978-952-00-3548-8

Toikko, T & Rantanen, T. 2009. Research-Based Development Work: Perspectives on Development Processes, Participation, and Knowledge Production. 3rd edition. Tampere: Tampere University Press. Accessed 17.11.2022. https://urn.fi/URN:ISBN:978-951-44-7732-4

Tuominen, T. 2018. Neurocognitive Deficits, Academic Difficulties, and Substance Dependence Among Finnish Offenders: Connections to Recidivism and Implications for Rehabilitation. University of Turku Publications, Series B, Volume 453. Turku: University of Turku. Accessed 5.12.2022. https://urn.fi/URN:ISBN:978-951-29-7202-9

Valo-Valmennus 2022. On the Road Forward. Valo-Valmennus Association. Accessed 3.12.2022. https://valo-valmennus.fi/

Virtanen, P., Suoheimo, M., Lamminmäki, S., Ahonen, P. & Suokas, M. 2011. Travel Guide to the Development of Customer-Oriented Social and Health Services. Tekes Review 281/2011. Accessed 17.11.2022. https://www.businessfinland.fi/globalassets/julkaisut/matkaopas.pdf

Unpublished

Hankesuunnitelma 2021. Labeled confidential, available in limited form in the Peer Experts Online workspace for the course. Publicly available in part from the European Union, European Social Fund, Finnish Structural Fund Program, project code S22541. Accessed 17.11.2022. https://www.eura2014.fi/rrtiepa/projekti.php?projektikoodi=S22541