Download full text
Download full text
ERIC Number: EJ1106731
Record Type: Journal
Publication Date: 2016-Jul
Abstractor: As Provided
Case Study on the Impact of Technology on Incivility in Higher Education
Bartlett, Michelle E.; Bartlett, James E.
Journal of Educators Online, v13 n2 p1-18 Jul 2016
A qualitative case study research design provided an in-depth perspective of the participants in relation to understanding the holistic impact technology has on the incivility of student-to-student and student-to-faculty interactions in higher education. The conceptual framework by Twale and Deluca (2008), based upon Salin's (2003) proposed model for bullying, is detailed. Participants were doctoral students (n=17) who are full-time professionals in higher education. The participants were given open-ended questions regarding technology and incivility. Access and ethical considerations are detailed. Participants' detailed written responses were analyzed as outlined by Yin (2003). Four themes emerged from the data analysis; reported causes, reported outcomes, relationship types of participants, and ways to reduce technology's impact on incivility. Technology use and incivility in higher education are both increasing. This study is important in understanding the views of students and perceptions of the causes, impact, and ways to decrease incivility.
Descriptors: Qualitative Research, Case Studies, Influence of Technology, Antisocial Behavior, Peer Relationship, Teacher Student Relationship, Higher Education, Graduate Students, Doctoral Programs, Questionnaires, Ethics, Holistic Approach, College Faculty, Administrators, Data Collection, Data Analysis, Etiology, Student Behavior, Behavior Problems, Socialization, Interpersonal Competence, Prevention, Training
Journal of Educators Online. 500 University Drive, Dothan, AL 36303. Web site: http://www.thejeo.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A