This week we were tasked with exploring Touro University's library. I spent quite a bit of time researching keywords of my driving question. I found several articles relating to my topic of exploration. I printed off 5 different research articles but found three of them to be more relevant to my area of study. The image below, titled "Community of Inquiry" is a framework created by D.R. Garrison, T. Anderson, and W. Archer (The First Decade of the Community of Inquiry Framework: A Retrospective, 2009) establishes "three types of presence necessary for online students to have a positive educational experience: social presence, teaching presence and cognitive presence" (Garrison et al, 2000). The article titled, "Using VoiceThread to Create Community in Online Learning" is written by Peggy M. Delmas. This case study and its statistics was not relevant for my age group of study but the underlying foundation of "Community of Inquiry" is relevant for all students' distance learning experiences. She describes all three of these experiences into detail. Together, Social Presence, Cognitive Presence and Teaching Presence create a "sense of community". Research has established that a sense of community enhances student learning (Garrison et al. 2000; Palloff and Pratt 2007; Rovai 2002). Palloff and Pratt stated that community is "the essence of distance learning" (1999, p.163). Delmas states that "As early as 2002, Rovai wrote about the need for more attention to community building in distance education programs, emphasizing that learners were attracted to and retained through a sense of community". The second article I reviewed this week is titled, "Encouraging the positive use of technology through community engagement" by Leanne Lester, Donna Cross, Debbie Terrelinck, Sarah Falconer and Laura Thomas. It explores the transition of students from primary to secondary schools. They explain what it means to transition successfully versus an unsuccessful transition. An unsuccessful transition can have "long term, negative impacts on their future success and development" (Lester, Cross, Terrelinck, Falconer & Thomas, 2016). One of the greatest concerns among students, parents and professional staff is cyberbullying. Cyberbullying has broad social, emotional and mental health implications for your people (Campbell, 2005). In addition, cyberbully is a greater threat than bullying behavior because it has the "potential to reach a much wider audience than merely close friends within the school or neighbourhood, with one e-mail, text or social media message able to be sent to everyone in the school within a matter of seconds (Patchin and Hinduja, 2006).
Finally, the most useful article I read this week is titled, "Exploring Cyberbullying among Primary Children in Relation to Social Support, Loneliness, Self-Efficacy, and Well-Being" by Dorit Olenik-Shemesh and Tali Heiman. Their study included 398 Israeli students aged 10 - 12. 20.4% of primary school children indicated a significant prevalence of cyber-victimization. "Cyber-victimization was correlated with low social support, low self-efficacy, low subjective well-being, and high sense of loneliness" (Olenik-Shemesh & Heiman, vol. 3, No. 5). Cyberbullying (CB) shares some common traits with traditional bullying but it has unique traits, also. For example, the cyberbully can be anonymous, and the internet creates rapid communication to a wide range audience. The bulk of research of cyberbullying has been among adolescents. There is a need for research in the area of younger children. Monks, Robinson, & Worlidge state, "the rapid growth of internet use among younger children has created a need for research on cyberbullying among them as well" (2012). With that being said, there is a need to examine the social-psychological aspects that affect the younger population of cyberbullying. I believe the key for prevention is intervention. This leads me to my driving question. I am exploring the need for PBIS (Positive Behavioral Interventions and Supports) and Digital Citizenship for distant learning within students between the ages of 7 and 10. After reading the aforementioned articles, I believe I am on the right path to support students' social-emotional learning.
3 Comments
Susan Craig
2/15/2021 08:12:08 am
Kimberlee,
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Betsy Whitt
2/15/2021 12:59:23 pm
Kimberlee I am so anxious to start hearing about the data you are collecting. This review of your literature so far looks promising. There is a nice little connection between our ARP since we are both tackling SEL / PBIS topics. Everything your review shared about community building has connection to my topic. I also know that the cyberbullying may start in elementary but probably intensifies in middele school, which is why I have such an interest in the outcomes of your project. If kids could come to middle school already educated on Digital Citizenship and their responsibility as a part of the online community it would be wonderful!
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Janine Burt
2/16/2021 11:15:40 am
Hi Kimberlee, this research is definitely going to be an area of interest for elementary schools and so timely with where we are right now in distance learning. I had never heard that term "cyber-victimization" and it's a good reminder that this is a concern for all kids globally. Your research will help us provide a safer place for our kids not just during the pandemic but to build good habits for their lives. We see adult "victimization" and inappropriate us of technology all too often as well.
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