Multicultural Education & Technology Journal

Ikuko Aoyama; Terrill F. Saxon; Danielle D. Fearon

doi: 10.1108/17504971111142637pmid: N/A

Purpose – The purpose of this paper is to examine the relationship between cyberbullying victimization and internalizing problems among the youth. Moderator effects of a friendship quality were also investigated to examine if higher friendship quality moderated the negative effects of cyberbullying on psychological states of students. Design/methodology/approach – A total of 463 middle and high school students in Texas participated in an online survey. The frequency of cyberbullying victimization, the level of self‐esteem, depression, anxiety, stress, and the friendship quality were measured. Findings – There was a statistically significant association between cyberbullying victimization and internalizing problems. This study supported the results of past studies by demonstrating the aversive nature of cyberbullying. However, a quality of friendship quality did not seem to moderate negative psychological effects of cyberbullying. The results indicate the complexity and difficulty of intervening with cyberbullying. Research limitations/implications – No causality inferences can be made in a cross‐sectional study. Thus, future research should examine the duration of internalizing problems. It would also be helpful to include other moderators. Practical implications – Although good peer relationships work as a buffer for traditional bullying, the association is not same for cyberbullying. Thus, an existing anti‐bullying program which includes a peer support system may not work for cyberbullying intervention. Originality/value – Researchers identified the relationship between cyebrbullying victimization and psychological difficulties; however, not all victims suffer from psychological distress; thus, it is necessary to identify what moderates negative effects of cyberbullying. Although moderator effect between cyberbullying and internalizing problems has not been well researched yet, the findings may provide important information to enable the development of effective prevention/interventions.

Jeffery L. Wilson

doi: 10.1108/17504971111142646pmid: N/A

Purpose – The purpose of this research is to investigate the increasing use of online communication for sharing knowledge by examining what bloggers on an online academic newspaper have to say about diversity. Design/methodology/approach – Ten diversity blogs from a popular online academic newspaper, The Chronicle of Higher Education , were analyzed for content to understand the extent to which bloggers responded to blogs related to diversity. Findings – This study offers a glimpse about blogging posts as it relates to diversity and how individuals respond to the content of these diversity blogs. Some blogs took on a confrontational tone while others sought to engage and educate. Originality/value – While research on technology is ongoing, the degree to which scholars discuss diversity with peers in an online format is relatively limited.

Md. Mokter Hossain; Hasan Aydin

doi: 10.1108/17504971111142655pmid: N/A

Purpose – Web 2.0 is a collaborative web development platform that has had tremendous usage in building effective, interactive, and collaborative virtual societies at home and abroad. Multicultural study is another trend that has tremendous possibilities to help people in the fight against racism and enables them to become active members of a democratic society. Based on the advanced and interactive features, Web 2.0 technologies could be appropriate media to build many virtual collaborative societies among students in local and global classrooms. Students and teachers from any corner of the world would be able to participate in such virtual communities to practice effective multicultural skills with no or minimum cost. The purpose of this paper is to address these issues. Design/methodology/approach – This is a conceptual framework of a Web 2.0 model. This paper focuses the background of Web 2.0 technologies and multiculturalism and a feasibility study of using Web 2.0 technologies in the teaching and learning of multiculturalism, and depicts a conceptual framework involving use of a Web 2.0‐based collaborative model for a multicultural classroom using one of the simple but powerful Web 2.0 tools, blogging technology. Findings – Web 2.0 technologies could be crucial tools for students, teachers, educators and social workers to build and participate in many virtual collaborative societies to practice effective skills of multiculturalism. Social implications – Participants from different corners of the world are able to participate in virtual communities simultaneously to practice effective multiculturalism. Originality/value – This is a newly developed model.

Pramila Rao

doi: 10.1108/17504971111142664pmid: N/A

Purpose – The primary purpose of this research paper is to understand the role of national cultural dimensions on e‐learning practices in India. India is considered a major player in the world economy today. US multinationals are significantly increasing their presence in India and understanding cultural preferences will help global companies transition better. Design/methodology/approach – This conceptual paper uses the national cultural dimensions of the global leadership and organizational behavior effectiveness project, which is identified as the most topical theoretical framework on culture. The national cultural scores are used to develop hypotheses for specific cultural dimensions. Examples from the literature are also used to strengthen the proposed hypotheses. Findings – This research proposes that national cultural dimensions of power distance, uncertainty avoidance, in‐group collectivism, and future‐orientation influence e‐learning practices. This study distinguishes between synchronous and asynchronous methods of e‐learning and the role of culture on the same. Future research can definitely empirically test the hypotheses proposed. Practical implications – This study provides strategic implications for multinationals with a guide sheet identifying the role of the various cultural dimensions on e‐learning. The suggested strategies can be implemented by multinationals in other countries with similar national cultural dimensions also. Originality/value – This research also proposes a theoretical e‐learning model identifying the impact of national cultural dimensions on e‐learning practices. This research also provides practitioners a strategic implications model that could be implemented for e‐learning initiatives in multinationals.

Svjetlana Curcic

doi: 10.1108/17504971111142673pmid: N/A

Purpose – The purpose of this study is to examine the effectiveness of instruction in information problem solving within the world wide web (the web) environment. The participants were 20 seventh and eighth grade students with a learning disability (LD) in reading. An experimental pretest‐posttest control group method was used to investigate the effects of intervention in which the treatment group was instructed in information problem solving with the Big6 Skills model. Both groups utilized an essay map organizer. The students researched science and social studies topics on the internet and the web and wrote reports over a three‐month period. Design/methodology/approach – Experimental pretest‐posttest control group study, with a repeated measures design, and a repeated measures ANOVA analysis. Findings – Both groups significantly improved in the quality of writing, text length, and navigation. The treatment group significantly outperformed the control group on the measure of text length and text organization. There were no significant differences between the two groups in prior knowledge, motivation, or gender. Research limitations/implications – The study was conducted predominantly with the researcher as the instructor in a number of individualized sessions, which limits the generalizability of the study. Practical implications – This study reveals that students with a reading disability in reading could be taught information problem‐solving skills within the web environment. As technology reshapes our notion of what constitutes “basic skills”, learning with the web calls for instruction in which reading, writing, and information skills should be viewed as interconnected. This interconnection might be especially important for students with LD who are often engaged in practicing various skills in isolation. Originality/value – This study experimentally examined information problem solving on the web with students with an LD in reading. Much research has been focused on basic reading skills for this group of students, but few studies have examined their learning within electronic environments.