Suchergebnisse

In Becoming Citizens in China Shi Yunqing describes the two interlinked histories that have made China's urban and economic miracle: the unfolding of inner city renewal and the production of citizen shaped by the collective rights defence action resulted from demolition and removal projects. She reveals a complex problematic tension on State and the fabric of the Individual in Social Transition in China. This book is extremely well-documented and produced with abundant empirical materials. In this approach of the State-Individual relationship, Shi Yunqing convincingly elaborates how citizens have been produced in urban social movements against the background of differences between Chinese and Western development histories. The production of citizens in "Chinese-style" produces insightful "located knowledge" and makes a contribution to a new global sociology and more especially to the Post-Western Sociology. __________ 在《再造城民》这本书中,施芸卿讲述了造就中国城市和经济奇迹的两段互为表里的历史:旧城的再造与公民的生产。从国家和个人之间的相互形塑出发,她展现了中国社会转型的独特逻辑。 本书有着极其详实的法律、政策文本和田野材料,以"国家-个人"关系为研究路径,施芸卿令人信服地解释了在与西方发展历史不同的中国背景下,公民如何从都市社会运动中产生。"中国式"的公民生产提供了富于洞见的本土知识,为新的全球社会学,尤其是后西方社会学研究做出了贡献。

PurposeThis research investigates the impact of learners' non-substantive responses in online course forums, referred to as online listening responses, on e-learning performance. A common type of response in online course forums, online listening responses consist of brief, non-substantive replies/comments (e.g. "agree," "I see," "thank you," "me too") and non-textual inputs (e.g. post-voting, emoticons) in online discussions. Extant literature on online forum participation focuses on learners' active participation with substantive inputs and overlooks online listening responses. This research, by contrast, stresses the value of online listening responses in e-learning and their heterogeneous effects across learner characteristics. It calls for recognition and encouragement from online instructors and online forum designers to support this activity.Design/methodology/approachThe large-scale proprietary dataset comes from a leading MOOC (massive open online courses) platform in China. The dataset includes 68,126 records of learners in five MOOCs during 2014–2018. An ordinary least squares model is used to analyze the data and test the hypotheses.FindingsOnline listening responses in course forums, along with learners' substantive inputs, positively influence learner performance in online courses. The effects are heterogeneous across learner characteristics, being more prominent for early course registrants, learners with full-time jobs and learners with more e-learning experience, but weaker for female learners.Originality/valueThis research distinguishes learners' brief, non-substantive responses (online listening responses) and substantive inputs (online speaking) as two types of active participation in online forums and provides empirical evidence for the importance of online listening responses in e-learning. It contributes to online forum research by advancing the active-passive dichotomy of online forum participation to a nuanced classification of learner behaviors. It also adds to e-learning research by generating insights into the positive and heterogeneous value of learners' online listening responses to e-learning outcomes. Finally, it enriches online listening research by introducing and examining online listening responses, thereby providing a new avenue to probe online discussions and e-learning performance.