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Taking a Stand against Cyberbullying in Higher Education

Taking a Stand against Cyberbullying in Higher Education

Margaret Anne Carter, Marie M'Balla-Ndi, Ariella van Luyn, Donna Goldie
Copyright: © 2017 |Pages: 39
ISBN13: 9781522516682|ISBN10: 1522516689|EISBN13: 9781522516699
DOI: 10.4018/978-1-5225-1668-2.ch010
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MLA

Carter, Margaret Anne, et al. "Taking a Stand against Cyberbullying in Higher Education." Teacher Education for Ethical Professional Practice in the 21st Century, edited by Oliver Dreon and Drew Polly, IGI Global, 2017, pp. 197-235. https://doi.org/10.4018/978-1-5225-1668-2.ch010

APA

Carter, M. A., M'Balla-Ndi, M., van Luyn, A., & Goldie, D. (2017). Taking a Stand against Cyberbullying in Higher Education. In O. Dreon & D. Polly (Eds.), Teacher Education for Ethical Professional Practice in the 21st Century (pp. 197-235). IGI Global. https://doi.org/10.4018/978-1-5225-1668-2.ch010

Chicago

Carter, Margaret Anne, et al. "Taking a Stand against Cyberbullying in Higher Education." In Teacher Education for Ethical Professional Practice in the 21st Century, edited by Oliver Dreon and Drew Polly, 197-235. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1668-2.ch010

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Abstract

As a result of the rapid online expansion of digital learnscapes, resulting in university students regularly engaging in online learning communities, cyberbullying has increasing potential to become a serious issue for higher education institutions. The effectiveness of educating students and staff in higher education on the elements and impacts of cyberbullying has driven this innovative study, which involves the development of an action research-led and student-directed interactive educational website to inform higher education students and staff about the consequences of cyberbullying. In describing the ongoing development and generalisation of the site, this chapter highlights the third cycle of an action research inquiry, and more generally the need for such resources to support higher education so that users understand what constitutes cybersafety and cyberbullying. As such, the research is directed toward understanding, sharing, participation, reflection, and change. Findings are discussed in relation to the information on the site for users in higher education.

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