Teaching Chinese Politics: Microblogging and Student Engagement
Abstract This article reflects on some of the issues involved in teaching Chinese politics in the west and assesses the rationale for incorporating technology into teaching. The article specifically addresses the potential benefits of using microblogging (Twitter and Weibo) as a supplementary teachi...
Ausführliche Beschreibung
Autor*in: |
Sullivan, Jonathan [verfasserIn] |
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Format: |
E-Artikel |
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Sprache: |
Englisch |
Erschienen: |
2012 |
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Schlagwörter: |
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Übergeordnetes Werk: |
Enthalten in: Journal of Chinese political science - Boston, Mass. : Springer Science + Business Media, 1995, 17(2012), 4 vom: 19. Sept., Seite 347-360 |
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Übergeordnetes Werk: |
volume:17 ; year:2012 ; number:4 ; day:19 ; month:09 ; pages:347-360 |
Links: |
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DOI / URN: |
10.1007/s11366-012-9212-4 |
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Katalog-ID: |
SPR018916961 |
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10.1007/s11366-012-9212-4 doi (DE-627)SPR018916961 (SPR)s11366-012-9212-4-e DE-627 ger DE-627 rakwb eng 320 ASE Sullivan, Jonathan verfasserin aut Teaching Chinese Politics: Microblogging and Student Engagement 2012 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This article reflects on some of the issues involved in teaching Chinese politics in the west and assesses the rationale for incorporating technology into teaching. The article specifically addresses the potential benefits of using microblogging (Twitter and Weibo) as a supplementary teaching tool in Chinese politics classes. The article argues that microblogging has benefits in terms of helping students develop professional networks, extending contact hours without placing an onerous burden on instructors, contributing to the construction of a supportive and collaborative learning environment and demystifying China for non-Chinese majors. Furthermore, in classes where students possess Chinese language skills, China’s domestic Weibo provide a fascinating window onto social and political issues as they are experienced contemporaneously by Chinese netizens. An assessment of the potential uses of microblogging is timely as the learning preferences of current and future cohorts change and commercial and pedagogical imperatives increasingly impel university teachers to consider the effectiveness of their teaching methods. Teaching and Learning (dpeaa)DE-He213 Chinese Politics (dpeaa)DE-He213 Microblogging (dpeaa)DE-He213 Student Engagement (dpeaa)DE-He213 Student Satisfaction (dpeaa)DE-He213 Effective Teaching (dpeaa)DE-He213 Enthalten in Journal of Chinese political science Boston, Mass. : Springer Science + Business Media, 1995 17(2012), 4 vom: 19. Sept., Seite 347-360 (DE-627)379483335 (DE-600)2136029-7 1874-6357 nnns volume:17 year:2012 number:4 day:19 month:09 pages:347-360 https://dx.doi.org/10.1007/s11366-012-9212-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 17 2012 4 19 09 347-360 |
spelling |
10.1007/s11366-012-9212-4 doi (DE-627)SPR018916961 (SPR)s11366-012-9212-4-e DE-627 ger DE-627 rakwb eng 320 ASE Sullivan, Jonathan verfasserin aut Teaching Chinese Politics: Microblogging and Student Engagement 2012 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This article reflects on some of the issues involved in teaching Chinese politics in the west and assesses the rationale for incorporating technology into teaching. The article specifically addresses the potential benefits of using microblogging (Twitter and Weibo) as a supplementary teaching tool in Chinese politics classes. The article argues that microblogging has benefits in terms of helping students develop professional networks, extending contact hours without placing an onerous burden on instructors, contributing to the construction of a supportive and collaborative learning environment and demystifying China for non-Chinese majors. Furthermore, in classes where students possess Chinese language skills, China’s domestic Weibo provide a fascinating window onto social and political issues as they are experienced contemporaneously by Chinese netizens. An assessment of the potential uses of microblogging is timely as the learning preferences of current and future cohorts change and commercial and pedagogical imperatives increasingly impel university teachers to consider the effectiveness of their teaching methods. Teaching and Learning (dpeaa)DE-He213 Chinese Politics (dpeaa)DE-He213 Microblogging (dpeaa)DE-He213 Student Engagement (dpeaa)DE-He213 Student Satisfaction (dpeaa)DE-He213 Effective Teaching (dpeaa)DE-He213 Enthalten in Journal of Chinese political science Boston, Mass. : Springer Science + Business Media, 1995 17(2012), 4 vom: 19. Sept., Seite 347-360 (DE-627)379483335 (DE-600)2136029-7 1874-6357 nnns volume:17 year:2012 number:4 day:19 month:09 pages:347-360 https://dx.doi.org/10.1007/s11366-012-9212-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 17 2012 4 19 09 347-360 |
allfields_unstemmed |
10.1007/s11366-012-9212-4 doi (DE-627)SPR018916961 (SPR)s11366-012-9212-4-e DE-627 ger DE-627 rakwb eng 320 ASE Sullivan, Jonathan verfasserin aut Teaching Chinese Politics: Microblogging and Student Engagement 2012 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This article reflects on some of the issues involved in teaching Chinese politics in the west and assesses the rationale for incorporating technology into teaching. The article specifically addresses the potential benefits of using microblogging (Twitter and Weibo) as a supplementary teaching tool in Chinese politics classes. The article argues that microblogging has benefits in terms of helping students develop professional networks, extending contact hours without placing an onerous burden on instructors, contributing to the construction of a supportive and collaborative learning environment and demystifying China for non-Chinese majors. Furthermore, in classes where students possess Chinese language skills, China’s domestic Weibo provide a fascinating window onto social and political issues as they are experienced contemporaneously by Chinese netizens. An assessment of the potential uses of microblogging is timely as the learning preferences of current and future cohorts change and commercial and pedagogical imperatives increasingly impel university teachers to consider the effectiveness of their teaching methods. Teaching and Learning (dpeaa)DE-He213 Chinese Politics (dpeaa)DE-He213 Microblogging (dpeaa)DE-He213 Student Engagement (dpeaa)DE-He213 Student Satisfaction (dpeaa)DE-He213 Effective Teaching (dpeaa)DE-He213 Enthalten in Journal of Chinese political science Boston, Mass. : Springer Science + Business Media, 1995 17(2012), 4 vom: 19. Sept., Seite 347-360 (DE-627)379483335 (DE-600)2136029-7 1874-6357 nnns volume:17 year:2012 number:4 day:19 month:09 pages:347-360 https://dx.doi.org/10.1007/s11366-012-9212-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 17 2012 4 19 09 347-360 |
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10.1007/s11366-012-9212-4 doi (DE-627)SPR018916961 (SPR)s11366-012-9212-4-e DE-627 ger DE-627 rakwb eng 320 ASE Sullivan, Jonathan verfasserin aut Teaching Chinese Politics: Microblogging and Student Engagement 2012 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This article reflects on some of the issues involved in teaching Chinese politics in the west and assesses the rationale for incorporating technology into teaching. The article specifically addresses the potential benefits of using microblogging (Twitter and Weibo) as a supplementary teaching tool in Chinese politics classes. The article argues that microblogging has benefits in terms of helping students develop professional networks, extending contact hours without placing an onerous burden on instructors, contributing to the construction of a supportive and collaborative learning environment and demystifying China for non-Chinese majors. Furthermore, in classes where students possess Chinese language skills, China’s domestic Weibo provide a fascinating window onto social and political issues as they are experienced contemporaneously by Chinese netizens. An assessment of the potential uses of microblogging is timely as the learning preferences of current and future cohorts change and commercial and pedagogical imperatives increasingly impel university teachers to consider the effectiveness of their teaching methods. Teaching and Learning (dpeaa)DE-He213 Chinese Politics (dpeaa)DE-He213 Microblogging (dpeaa)DE-He213 Student Engagement (dpeaa)DE-He213 Student Satisfaction (dpeaa)DE-He213 Effective Teaching (dpeaa)DE-He213 Enthalten in Journal of Chinese political science Boston, Mass. : Springer Science + Business Media, 1995 17(2012), 4 vom: 19. Sept., Seite 347-360 (DE-627)379483335 (DE-600)2136029-7 1874-6357 nnns volume:17 year:2012 number:4 day:19 month:09 pages:347-360 https://dx.doi.org/10.1007/s11366-012-9212-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 17 2012 4 19 09 347-360 |
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10.1007/s11366-012-9212-4 doi (DE-627)SPR018916961 (SPR)s11366-012-9212-4-e DE-627 ger DE-627 rakwb eng 320 ASE Sullivan, Jonathan verfasserin aut Teaching Chinese Politics: Microblogging and Student Engagement 2012 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This article reflects on some of the issues involved in teaching Chinese politics in the west and assesses the rationale for incorporating technology into teaching. The article specifically addresses the potential benefits of using microblogging (Twitter and Weibo) as a supplementary teaching tool in Chinese politics classes. The article argues that microblogging has benefits in terms of helping students develop professional networks, extending contact hours without placing an onerous burden on instructors, contributing to the construction of a supportive and collaborative learning environment and demystifying China for non-Chinese majors. Furthermore, in classes where students possess Chinese language skills, China’s domestic Weibo provide a fascinating window onto social and political issues as they are experienced contemporaneously by Chinese netizens. An assessment of the potential uses of microblogging is timely as the learning preferences of current and future cohorts change and commercial and pedagogical imperatives increasingly impel university teachers to consider the effectiveness of their teaching methods. Teaching and Learning (dpeaa)DE-He213 Chinese Politics (dpeaa)DE-He213 Microblogging (dpeaa)DE-He213 Student Engagement (dpeaa)DE-He213 Student Satisfaction (dpeaa)DE-He213 Effective Teaching (dpeaa)DE-He213 Enthalten in Journal of Chinese political science Boston, Mass. : Springer Science + Business Media, 1995 17(2012), 4 vom: 19. Sept., Seite 347-360 (DE-627)379483335 (DE-600)2136029-7 1874-6357 nnns volume:17 year:2012 number:4 day:19 month:09 pages:347-360 https://dx.doi.org/10.1007/s11366-012-9212-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 17 2012 4 19 09 347-360 |
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Teaching Chinese Politics: Microblogging and Student Engagement |
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Teaching Chinese Politics: Microblogging and Student Engagement |
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Abstract This article reflects on some of the issues involved in teaching Chinese politics in the west and assesses the rationale for incorporating technology into teaching. The article specifically addresses the potential benefits of using microblogging (Twitter and Weibo) as a supplementary teaching tool in Chinese politics classes. The article argues that microblogging has benefits in terms of helping students develop professional networks, extending contact hours without placing an onerous burden on instructors, contributing to the construction of a supportive and collaborative learning environment and demystifying China for non-Chinese majors. Furthermore, in classes where students possess Chinese language skills, China’s domestic Weibo provide a fascinating window onto social and political issues as they are experienced contemporaneously by Chinese netizens. An assessment of the potential uses of microblogging is timely as the learning preferences of current and future cohorts change and commercial and pedagogical imperatives increasingly impel university teachers to consider the effectiveness of their teaching methods. |
abstractGer |
Abstract This article reflects on some of the issues involved in teaching Chinese politics in the west and assesses the rationale for incorporating technology into teaching. The article specifically addresses the potential benefits of using microblogging (Twitter and Weibo) as a supplementary teaching tool in Chinese politics classes. The article argues that microblogging has benefits in terms of helping students develop professional networks, extending contact hours without placing an onerous burden on instructors, contributing to the construction of a supportive and collaborative learning environment and demystifying China for non-Chinese majors. Furthermore, in classes where students possess Chinese language skills, China’s domestic Weibo provide a fascinating window onto social and political issues as they are experienced contemporaneously by Chinese netizens. An assessment of the potential uses of microblogging is timely as the learning preferences of current and future cohorts change and commercial and pedagogical imperatives increasingly impel university teachers to consider the effectiveness of their teaching methods. |
abstract_unstemmed |
Abstract This article reflects on some of the issues involved in teaching Chinese politics in the west and assesses the rationale for incorporating technology into teaching. The article specifically addresses the potential benefits of using microblogging (Twitter and Weibo) as a supplementary teaching tool in Chinese politics classes. The article argues that microblogging has benefits in terms of helping students develop professional networks, extending contact hours without placing an onerous burden on instructors, contributing to the construction of a supportive and collaborative learning environment and demystifying China for non-Chinese majors. Furthermore, in classes where students possess Chinese language skills, China’s domestic Weibo provide a fascinating window onto social and political issues as they are experienced contemporaneously by Chinese netizens. An assessment of the potential uses of microblogging is timely as the learning preferences of current and future cohorts change and commercial and pedagogical imperatives increasingly impel university teachers to consider the effectiveness of their teaching methods. |
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Teaching Chinese Politics: Microblogging and Student Engagement |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">SPR018916961</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20220111063927.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">201006s2012 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s11366-012-9212-4</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR018916961</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)s11366-012-9212-4-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">320</subfield><subfield code="q">ASE</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Sullivan, Jonathan</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Teaching Chinese Politics: Microblogging and Student Engagement</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2012</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract This article reflects on some of the issues involved in teaching Chinese politics in the west and assesses the rationale for incorporating technology into teaching. The article specifically addresses the potential benefits of using microblogging (Twitter and Weibo) as a supplementary teaching tool in Chinese politics classes. The article argues that microblogging has benefits in terms of helping students develop professional networks, extending contact hours without placing an onerous burden on instructors, contributing to the construction of a supportive and collaborative learning environment and demystifying China for non-Chinese majors. Furthermore, in classes where students possess Chinese language skills, China’s domestic Weibo provide a fascinating window onto social and political issues as they are experienced contemporaneously by Chinese netizens. An assessment of the potential uses of microblogging is timely as the learning preferences of current and future cohorts change and commercial and pedagogical imperatives increasingly impel university teachers to consider the effectiveness of their teaching methods.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Teaching and Learning</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Chinese Politics</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Microblogging</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Student Engagement</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Student Satisfaction</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Effective Teaching</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Journal of Chinese political science</subfield><subfield code="d">Boston, Mass. : Springer Science + Business Media, 1995</subfield><subfield code="g">17(2012), 4 vom: 19. Sept., Seite 347-360</subfield><subfield code="w">(DE-627)379483335</subfield><subfield code="w">(DE-600)2136029-7</subfield><subfield code="x">1874-6357</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:17</subfield><subfield code="g">year:2012</subfield><subfield code="g">number:4</subfield><subfield code="g">day:19</subfield><subfield code="g">month:09</subfield><subfield code="g">pages:347-360</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://dx.doi.org/10.1007/s11366-012-9212-4</subfield><subfield code="z">lizenzpflichtig</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_SPRINGER</subfield></datafield><datafield tag="912" 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