Navigating privacy tensions when responding to online aggression at postsecondary institutions     

Virginia L. Byrne  Juana Hollingsworth  Priya C. Kumar 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1636-1652

Postsecondary institutions have a legal responsibility to ensure that students have access to a safe learning environment. While institutions adopt policies and hire administrators to protect students from harm, many are underprepared to support students when these harmful incidents happen online. This is of increased concern now that online aggression is pervasive across universities worldwide. While faculty, administrators and students agree that online aggression is a significant issue and that institutions ought to provide prevention and response services, there is concern that these efforts might violate privacy norms. We used the theory of privacy as contextual integrity (CI) to explore the tensions that postsecondary students and staff perceive regarding student privacy when responding to incidents of online aggression. To do so, we conducted focus groups with undergraduate students and student affairs administrators from a Historically Black College and University (HBCU) in the Mid-Atlantic USA. Our analysis surfaced three considerations that inform students' and staff's decision to report an incident of online aggression: their closeness to the person making the post, their perception of the online post content as a real threat and their knowledge of an authority figure who could help resolve the situation. We used CI theory to explain how these considerations can inform institutional policy, practice and future research.

Practitioner notes

What is already known about this topic

• Online aggression is a pervasive issue at postsecondary institutions worldwide that can contribute to psychological, academic and developmental issues.
• Postsecondary students and staff are unsure of how to respond to incidents of online aggression.
• There is a gap in policies and procedures for responding to online aggression at postsecondary institutions.

What this paper adds

• A novel use of Nissenbaum's (2010) theory of contextual integrity to understand students' and staff's perceptions of privacy.
• Students' and staff's decisions to intervene or report an online aggression incident are determined by their relationship to the perpetrator, the severity of the social media post and their knowledge of who to tell on campus.
• Students and staff are reluctant to inform the police out of fear of violence against the perpetrator.

Implications for practice and/or policy

• Raise awareness about responding to online aggression incidents.
• Implement online bystander intervention training programs to increase awareness and self-efficacy to intervene in unclear situations.
• Develop clear policies regarding online aggression, as well as a trustworthy procedure for how to respond.

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Personalized and Adaptive Context-Aware Mobile Learning: Review,challenges and future directions     

Gumbheer  Chandra Prakash  Khedo  Kavi Kumar  Bungaleea  Anjali 《Education and Information Technologies》2022,27(6):7491-7517

Education and Information Technologies - Due to the outbreak of COVID 19, digital learning has become the most efficient learning and teaching technique adopted across the world. The pervasiveness...  相似文献   

‘In most supermarkets food does not cost £3 per day …’ The impact of the school food voucher scheme during COVID-19     

Gurpinder Singh Lalli 《British Educational Research Journal》2023,49(1):53-69

Households with children eligible for Free School Meals are at risk of food insecurity. This paper reports on a rapid-response study that investigated the impact of the school food voucher scheme during the COVID-19 crisis on young people, families and schools. It pays close attention to the reliance of the state on the goodwill of society and its citizens in feeding those most in need. The Capabilities Approach is used to highlight factors that inhibited and restricted the use of the vouchers to produce the capability of having good nutrition for children in need of Free School Meals. The approach moves towards creating a society where children and young people are able to lead a life of their own choice and contribute to key policy decisions. This qualitative study funded by the British Education Research Association was conducted between September 2020 and March 2021. The study posed two research questions: (1) how have schools responded to COVID-19 in relation to food during holiday provision; and (2) what have families identified as barriers to accessing the school food voucher scheme? Data collection involved online interviews with young people, schools and organisations (i.e. public health, director from the food industry. etc.). The findings highlight the difficulties with accessing and using the school food voucher and implications for future policy directions. Owing to this being a small-scale study, it is not generalisable to the wider population but does highlight localised issues.  相似文献   

Evolving strategies in whirlwind mode: The changing face of anatomy education during Covid-19 pandemic     

Sanjib Kumar Ghosh 《Anatomical sciences education》2022,15(6):1103-1119

The Covid-19 pandemic stipulated adoption of unfamiliar strategies for delivering anatomy education in online mode. The factors which determine education strategies are variable across geographical regions. It was perceived that an overview of education strategies around the globe would be useful for anatomists. Hence this narrative review was undertaken to collate observations from different geographical regions pertaining to education strategies adopted during the pandemic. Data relevant to the topic of study were extracted from 12 articles that were selected from an initial pool of 317 articles based on search criteria set for the review. Subtle differences in core education strategies implied that baseline response from anatomists was similar across regions. It was evident that online digital tools were key elements of education strategies adopted by educators for delivering online anatomy classes across the globe. Interestingly, a considerable gap in terms of number and variety of online tools used for anatomy education (those requiring commercial purchase) was noted between economically developed and developing regions. This may have an impact on learning outcome for students and may even lead to variations in anatomical knowledge by regions. It was observed that offline human dissection sessions were incorporated into online practical classes in one region as positive cases showed a declining trend. This positive development is worth emulating elsewhere based on cautious assessment of prevailing situation. From a broad perspective timely introduction of education strategies ensured delivery of anatomy education during the pandemic and gave an evolved outlook to the fabric of anatomy education.  相似文献