在线环境中的反欺凌措施和倡议:教育工作者调查
Eric Landers1, Juliann Sergi McBrayer2, Summer Pannell3
1Department of Elementary and Special Education, Georgia Southern University, Statesboro, GA 30458, USA.
概括
教育工作者报告说,口头,关系和网络欺凌在虚拟学校中很普遍,通常与身体外观有关. 虽然教师准备适度,但需要更多的培训和数字监控来有效应对在线欺凌.
科学领域:
- 教育教育教育教育教育教育.
- 网络心理学 网络心理学
- 社会学 社会学 社会学
背景情况:
- 虚拟学校已经扩大,引发了对学生参与度,准备能力和社会风险的担忧.
- 在线教育环境中的欺凌越来越令人担忧,但对虚拟学校欺凌的研究有限.
- 传统的欺凌研究记录得很好,但虚拟环境中的特定挑战需要进一步调查.
研究的目的:
- 检查教育工作者对虚拟学校环境中的欺凌的看法.
- 确定在线教育中教师报告的欺凌行为的类型和流行程度.
- 评估教育工作者的准备情况,并确定应对在线欺凌的培训缺口.
主要方法:
- 从一个虚拟学校对97名教育工作者进行了自我报告调查.
- 该样本包括91%的女性教育工作者.
- 收集的数据集中在教师在线课堂上对欺凌的经验和看法.
主要成果:
- 教师报告了口头,关系和网络欺凌,与在线身体欺凌的罕见性形成鲜明对比.
- 身体外观 (身体或衣服) 是所有类型的欺凌中最常被引用的原因.
- 教育工作者报告说,他们做好了适度的准备,但承认在培训和意识上存在的差距,以应对在线欺凌.
结论:
- 虚拟学校经历了各种形式的欺凌,以外表为基础的原因是常见的.
- 教育工作者需要加强专业发展和针对虚拟环境量身定制的数字监控战略.
- 积极主动和具体的欺凌预防策略对于促进安全的在线学习空间至关重要.
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