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Drawbacks to CMC in Education
Along with the benefits of CMC in education, there are also drawbacks to CMC in education. With CMC so prominent in the classroom, there are many things that can cause one to be skeptical about its profound use. One drawback to using CMC in education is that there is a lack of identity all over the World Wide Web. Another big problem with using CMC in education is cyber-bullying. Along with the problem of cyber-bullying there is a big problem with Cyber-predators when using CMC in education.
Being online causes people to have a new urgency of self confidence, sometimes to the point that it in a class setting, it becomes dangerous for other students. Kimberly Christopherson (2006) states that increases in “aggressive behavior, encouraging suicidal individuals to follow through with their threats, and other anti-normative and potentially anti-social behaviors” are negative effects of CMC. (Christopherson 2006) When students feel anonymous, they get the idea that they are invincible. This can be a positive thing for some students as it may open up their lines of communication, but it can also be very negative. In a study done by Andrea Chester and Gillian Gwynne (1998), they experienced a member that used his anonymity to portray aggression to other members. In their article, they state that the member “seemed to delight in his enigma, stating that we did not know who he was and therefore could not presume to understand his motivations.” (Chester and Gwynne 1998) His actions caused other members of the group to become angry. Members began flaming back at the instigator. These types of actions can lead to greater problems. Luckily for this study, nothing came about from the problems that arose in an online class.
Another drawback of CMC in education is cyber-bullying. “Cyber-bullying is defined as an individual or a group willfully using information and communication involving electronic technologies to facilitate deliberate and repeated harassment or threat to another individual or group by sending or posting cruel text and/or graphics using technological means.” (Mason, pg. 323) The main reason kids bully is to gain power. Whether they are gaining power online or face-to-face does not matter to the person bullying. The two main electronic devices that students use to cyber-bully: computers and cell phones. Without schools effectively teaching their students about the consequences of cyber-bullying, this problem is a long way from being solved. “Lenhart et al. (2005) found that 87% of American adolescents, ages 12 to 17, go online,” which proves that almost all students have access to computer mediated communication. (Mason, pg. 325) Studies show that cyber-bullying has been done by one out of four students ages 10 to 17. The worst part of cyber-bullying is that 40 percent of the bullied do not even know the cyber-bully. (Mason, pg. 327) As students continue to get abused online, little is being done to educate those abusing on the consequences. If the cyber-bullies understood their consequences they would be less likely to commit the crime of cyber-bullying.
Along with the problem of cyber-bullying there is a big problem with Cyber-predators when using CMC in education. As students start to put more personal information on blogs and social networks, there is a higher risk they may encounter a cyber-predator. Cyber-predators are looking for victims to take advantage of any possible way. One story states that a 16 year old girl was attacked by a 37 year old man after work. The man, who misrepresented himself when messaging the girl, showed up at the girls job and followed her to the parking lot. It was there that he forced her into his car and attacked her. The man found her personal information on her Myspace profile. (Hempel 2005) Stories like this are happening more and more often. If we want these predators to stop attacking, we must educate students on the negative effects of blogs and social networks.
References
Chester, A. and Gwynne, G. (1998). Online Teaching: Encouraging Collaboration Through Anonymity. Journal of Computer Mediated Communication, Volume 4 (Issue 2).
Christopherson, K. (2006). The positive and negative implications of anonymity in Internet social interactions: “On the Internet, Nobody Knows You’re a Dog.” Computer in Human Behavior, Volume 23 (Issue 6).
Hempel, J. (2005). Protecting Your Kids From Cyber-Predators. Business Week Online.
Mason, K (2008). Cyberullying: a Preliminary Assessment for School Personnel. Psychology in the Schools, Volume 45 (Issue 4), 323, 325, 327.
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