WOMEN’S CYBERBULLYING EXPERIENCES AND THE RELATIONSHIP TO SOCIAL PRESENCE IN ONLINE DISCUSSIONS

Simple item page
dc.contributor.advisorKetelhut, Diane Jen_US
dc.contributor.authorByrne, Virginia Len_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2020-07-09T05:32:42Z
dc.date.available2020-07-09T05:32:42Z
dc.date.issued2020en_US
dc.description.abstractIn response to negative experiences like cyberbullying and online harassment, women have been found to chill their online participation by adopting defensive coping strategies in person and on social media (e.g., deleting their accounts, avoiding posting, increasing privacy settings). Cyberbullying affects the majority of undergraduate women, contributing to withdrawal from social media and chilling their participation in the growing world of collaborative online discussions. In this mixed-methods, three-article dissertation, I integrate surveys, observations, and interviews among undergraduate students (particularly women) to investigate how the chilling effect of cyberbullying extends into peer interactions within an increasingly common online instructional practice: online discussion boards. I observe that, in comparison to their non-victimized peers, women with prior cyberbullying experiences enact lower social presence and adopt self-silencing and conflict-avoidant coping strategies. In particular, these women avoid ever disagreeing with peers out of fear of starting “drama.” My research challenges educators to consider potential unintended consequences of instructional design choices and contributes to our understanding of how to design more equitable online learning environments for today’s socially networked adult learners.en_US
dc.identifierhttps://doi.org/10.13016/pnbh-lyxv
dc.identifier.urihttp://hdl.handle.net/1903/26144
dc.language.isoenen_US
dc.subject.pqcontrolledEducational technologyen_US
dc.subject.pqcontrolledEducationen_US
dc.subject.pquncontrolledCyberbullyingen_US
dc.subject.pquncontrolledDistance Educationen_US
dc.subject.pquncontrolledOnline learningen_US
dc.titleWOMEN’S CYBERBULLYING EXPERIENCES AND THE RELATIONSHIP TO SOCIAL PRESENCE IN ONLINE DISCUSSIONSen_US
dc.typeDissertationen_US

Files

Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Byrne_umd_0117E_20811.pdf
Size:
1009.9 KB
Format:
Adobe Portable Document Format
Download
(RESTRICTED ACCESS)

Collections

UMD Theses and Dissertations
Teaching, Learning, Policy & Leadership Theses and Dissertations