This chapter explores the ever-growing problem of uncivil electronic discourse directed by students at faculty in higher education. After providing a definition of uncivil discourse, the authors explore potential influences on the rapid increase in uncivil digital communication, among them the nature of technology, different definitions of politeness, and the nature of higher education. The chapter next surveys the various factors (e.g., age, familiarity with technology, gender, mental state, personality, and professorial teaching style) that add to the likelihood that students may engage in uncivil electronic discourse before detailing the many effects of such communication, including stress, cynicism, lower standards, student suffering, and physical violence. The chapter concludes with possible remedies: proactive problem-focused coping strategies for faculty and administrators (e.g., detailed syllabi, published campus standards for student and employee behavior, and training for faculty, students, and staff on issues of incivility); reactive problem-focused coping strategies for faculty; and emotion-based coping strategies for faculty.
Wildermuth, S. and Davis, C. (2012), "Chapter 18 Flaming the Faculty: Exploring Root Causes, Consequences, and Potential Remedies to the Problem of Instructor-Focused Uncivil Online Student Discourse in Higher Education", Wankel, L. and Wankel, C. (Ed.) Misbehavior Online in Higher Education (Cutting-Edge Technologies in Higher Education, Vol. 5), Emerald Group Publishing Limited, Bingley, pp. 379-404. https://doi.org/10.1108/S2044-9968(2012)0000005020Download as .RIS
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