Electronic classroom on fire: Why it happens, and how to put out the flames

Bruce A. Reinig, Robert O. Briggs, Sheila A. Brandt, Jay F. Nunamaker

Research output: Chapter in Book/Report/Conference proceedingConference contribution

6 Scopus citations

Abstract

Research has shown that group support systems can improve the classroom experience. However, some teachers are reluctant to adopt the technology due to student flaming. We define flaming as the launching of vitriolic personal attacks, often anonymously and often with the use of profane or obscene language. This paper posits a theoretical causal model for flaming based on deindividuation and extended cognitive learning theory. It then presents a longitudinal experiment, the results of which support our model of flaming. The paper describes three cases from the field where student flaming occurred in new electronic classroom installations, and discusses five successful strategies from these cases for eliminating flaming without losing the benefits of student anonymity. The paper concludes with implications for researchers and practitioners on how to limit flaming in the electronic classroom.

Original languageEnglish (US)
Title of host publicationInformation Systems - Collaboration Systems and Technology
Editors Anon
Pages639-647
Number of pages9
DOIs
StatePublished - Dec 1 1997
Externally publishedYes
EventProceedings of the 1997 30th Annual Hawaii International Conference on System Sciences. Part 1 (of 6) - Wailea, HI, USA
Duration: Jan 7 1997Jan 10 1997

Publication series

NameProceedings of the Hawaii International Conference on System Sciences
Volume2
ISSN (Print)1060-3425

Other

OtherProceedings of the 1997 30th Annual Hawaii International Conference on System Sciences. Part 1 (of 6)
CityWailea, HI, USA
Period1/7/971/10/97

ASJC Scopus subject areas

  • Computer Science(all)

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