Teaching Online and Cyberbullying: Exploring Cyberbullying Policies

Autor/inn/en	Cox, Thomas D.; Raditch, Joseph
Titel	Teaching Online and Cyberbullying: Exploring Cyberbullying Policies
Quelle	In: Journal of Effective Teaching in Higher Education, 5 (2022) 1, S.71-89 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-7608
Schlagwörter	Online Courses; Computer Mediated Communication; Bullying; Educational Policy; Higher Education; Faculty Mobility; Labor Turnover; College Faculty; State Universities; Policy Analysis; Communities of Practice; Legal Problems; Incidence; Ethics; Student Behavior; College Students; Guidelines; Discipline Policy; Teacher Student Relationship; College Administration; Florida + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Computerkonferenz; Mobbing; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Staatliche Universität; Politikfeldanalyse; Community; Vorkommen; Ethik; Student behaviour; Schülerverhalten; Collegestudent; Richtlinien; Disziplinarmaßnahme; Teacher student relationships; Lehrer-Schüler-Beziehung; College administrators; Hochschulverwaltung
Abstract	Cyberbullying is a phenomenon increasingly affecting students and faculty in K-12 through higher education systems. Cyberbullying in higher education negatively affects institutions and their respective stakeholders. The consequences range from faculty turnover to student suicide. Research related cyberbullying in higher education in online learning is emerging. Common understandings of cyberbullying vary by state, institution, and classroom level. Furthermore, many states, including Florida, defer conduct policies and their enforcement to the individual institution. In this article, a review of publicly available Florida university policies regarding cyberbullying in higher education were explored by a Florida professor and a higher education administrator. Utilizing document analysis, this study analyzed policies from the 12 state universities to document the institutional definitions of cyberbullying and the recommended reporting practices for faculty. Further, following the Community of Inquiry (COI) framework, this study examined policies and procedures to determine if they supported the construct of teacher presence. It was determined that there are multiple definitions of cyberbullying and that policies were publicly available but most lacked support for faculty to report related incidences. Most policies were implied and not explicitly related to cyberbullying. Finally, there was little to no evidence in the analyzed documents that would support teaching presence. (As Provided).
Anmerkungen	Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01