Abstract
Designing a self-paced online course for anti-cyberbullying among adolescents is one of the feasible approaches to reduce the cyberbullying problems. In this study, we develop an online course grounding on the needs of stakeholders and explore the behavioral learning engagement and the course effectiveness regarding attitude, empathy, and coping skills toward cyberbullying. To do so, group interviews, k-means clustering, and comparative analysis were conducted. We found the feature of attractiveness was the core of the course design, in particular course contents need to be relevant to participants daily life (i.e., connectedness), course activities allowed participants to have interaction with contents (i.e., interactiveness), and course materials should be visualized to reduce cognitive load and provide clear instruction (i.e., visualization). Regarding the online behavioral learning engagement, three types of learning were identified: Dropouts, Responders (i.e., content-interaction-oriented learner), and All-rounders (i.e., active learners). In terms of course effectiveness, there were no significant differences on the changes of attitude, empathy, and coping skills, in general, but Responders had significant positive changes on coping skills. The underlying explanation of the changes were discussed. Long-term-based studies and integrated programs with this online course were expected to be conducted in the future.
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Acknowledgements
This work was supported by the Faculty Research Fund [reference number: FRF #000250337.091897.10000.100.01] at the Faculty of Education in the University of Hong Kong.
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Lan, M. (2022). Exploring a Self-paced Online Course Design, Learning Engagement, and Effectiveness on Anti-cyberbullying Topic for Adolescents in Hong Kong. In: Tso, A.W.B., Chan, A.Ck., Chan, W.W.L., Sidorko, P.E., Ma, W.W.K. (eds) Digital Communication and Learning. Educational Communications and Technology Yearbook. Springer, Singapore. https://doi.org/10.1007/978-981-16-8329-9_7
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