Sticks and Stones? Recognising and Optimally Responding to ‘eRage: A Growing Educational Challenge

Shaw, Lauren, and Barker, Alicia (2020) Sticks and Stones? Recognising and Optimally Responding to ‘eRage: A Growing Educational Challenge. In: McKenzie, Stephen, Garivaldis, Filia, and Dyer, Kyle R., (eds.) Tertiary Online Teaching and Learning: TOTAL Perspectives and Resources for Digital Education. Springer, Singapore, pp. 149-159.

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Demand for online education, which provides students with the ability to study around their work and family commitments, has increased considerably in recent years and is expected to grow further. However, there are key differences between online and on-campus education that give rise to unique and complex challenges for online educators. One potential challenge is apparent greater volatility of online students that can see online educators experience greater levels of instructional dissent. We have termed this phenomenon ‘eRage’—students communicating electronically with staff in a rude, antisocial manner to express disagreement or contradictory opinions regarding classroom issues. This chapter will examine the challenges of online education that could contribute to eRage; briefly examine the literature pertaining to instructional dissent and provide recommendations for online educators to manage this somewhat overlooked and clandestine issue moving forward.

Item ID: 75660
Item Type: Book Chapter (Non-Research)
ISBN: 978-981-15-8928-7
Keywords: online education, social psychology, instructional dissent, classroom justice
Copyright Information: © Springer Nature Singapore Pte Ltd. 2020.
Date Deposited: 05 Sep 2022 00:01
FoR Codes: 52 PSYCHOLOGY > 5205 Social and personality psychology > 520505 Social psychology @ 50%
52 PSYCHOLOGY > 5299 Other psychology > 529999 Other psychology not elsewhere classified @ 50%
SEO Codes: 28 EXPANDING KNOWLEDGE > 2801 Expanding knowledge > 280121 Expanding knowledge in psychology @ 50%
28 EXPANDING KNOWLEDGE > 2801 Expanding knowledge > 280109 Expanding knowledge in education @ 50%
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