ERIC Number: EJ1437065
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1464-7893
EISSN: EISSN-1470-1111
Teaching through TikTok: A Duoethnographic Exploration of Pedagogical Approaches Using TikTok in Higher Dance Education in China and Norway during a Global Pandemic
Tuomeiciren Heyang; Rose Martin
Research in Dance Education, v25 n3 p343-358 2024
Considering the COVID-19 pandemic, teaching, and learning encounters in higher education have changed. Online teaching has become routine and a variety of virtual learning platforms are being explored. Within this article we, two higher dance education teachers and researchers, reflect on using TikTok in our work. Taking a duoethnographic approach, we explore engagement with TikTok in our contexts of teaching in higher education institutions in China and Norway. From our duoethnographic dialogue we discuss how TikTok offers an example of a posthuman educational encounter. From there, the idea of how a platform such as TikTok might be able to create a space and place for teaching and learning within a higher education setting is unpacked. Then a reflection on disciplinary specific contribution is given, asking: what can dance offer to the conversation about using a social media platform such as TikTok within higher education? Through reflecting on our pedagogical experiences and cultures, this article reveals that while queries surround the use of social media platforms such as TikTok in higher education, there are benefits in experimentation with such platforms. Specifically, there is value considering the interaction between the human and non-human aspects of teaching and learning in higher education settings.
Descriptors: Social Media, Video Technology, Teaching Experience, Teaching Methods, College Faculty, Dance Education, Foreign Countries, COVID-19, Pandemics, Technology Uses in Education, Electronic Learning, Educational Change, Reflection, Instructional Materials, Cultural Influences, Barriers, Educational Environment
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; Norway
Grant or Contract Numbers: N/A