Effects of anonymity, invisibility, and lack of eye-contact on toxic online disinhibition

Lapidot-Lefler, Noam; Barak, Azy

doi:10.1016/j.chb.2011.10.014

Cited by 493 publications

(310 citation statements)

References 64 publications

Supporting

Mentioning

286

Contrasting

Unclassified

Order By: Relevance

“…Rather, in line with the operationalization used by Schwartz and Gottlieb, the present study examined whether participants believed themselves to be visible to others. Also, research suggests that the extent to which individuals believe themselves to be visible to other online communicators (sometimes labeled as invisibility) can lead to antinormative behavior (Lapidot-Lefler & Barak, 2012). Although active defending and social support are prosocial behaviors, the lack of intervention behavior (passive observing) could be labeled as anti-normative, in that the bystander is choosing not to act to help a victim.…”

Section: Discussionmentioning

confidence: 99%

Bystander Intervention in Cyberbullying

Brody

Vangelisti²

2015

Communication Monographs

134

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

Bystander Intervention in Cyberbullying

Brody

Vangelisti²

2015

Communication Monographs

134

View full text Add to dashboard Cite

“…Research on the causes of online disinhibition is not conclusive; however, most studies identify the primary contributing factors as anonymity, or the "pseudo-anonymity" conferred by invisibility, and lack of eye contact (Joinson, 2007;Lapidot-Lefler & Barak, 2012;Suler, 2004) -factors related to the essential facelessness of online communications. Johnson (2007) further suggested that, if "anti-social communicative practices are par for the course on the Internet," it may be because those interacting online have "a diminished sense of responsibility toward other participants" (p. 49) whom they cannot see.…”

Section: A New Societymentioning

confidence: 99%

Beyond Social Presence: Facelessness and the Ethics of Asynchronous Online Education

Rose

2017

mje

View full text Add to dashboard Cite

In this position paper, I argue that a focus on achieving and increasing social presence in online courses tends to derail a consideration of the ethical implications and dimensions of the essential facelessness of asynchronous education. Drawing upon the work of Emmanuel Levinas and Nel Noddings, who contended that the face is the basis of caring, ethical relations, I explore what it means for human relations, education, and society in general that learners increasingly come face-to-face with screens rather than with embodied, different others.Dans cet article, je prends position et soutiens que la volonté de mettre en place et d’augmenter la présence sociale dans les cours en ligne a tendance à nuire à une prise en compte des implications et dimensions éthiques de l’anonymat, lequel est inhérent à la formation à distance asynchrone. Pour ce faire, je me base sur les travaux d’Emmanuel Levinas et Nel Noddings, qui allèguent que le visage est à la base de relations éthiques et bienveillantes. J’explore la portée de ce concept en termes de relations humaines, d’éducation et de société en général, dans un contexte où les apprenants sont de plus en plus en relation avec des écrans plutôt qu’avec d’autres êtres humains

show abstract

“…Physical and temporal distance, lack of restraint due to invisibility and anonymity and 'minimization of authority' are all factor that make it easier to be aggressive on the web than in face-to-face interactions (e.g., Suler, 2004, Lapidot-Lefler & Barak, 2012). While we believe it is important to minimize this risk, for example by creating gated communities with no place for anonymity and strict enforcement of civil online behaviour, we are also aware that it is precisely the students' unrestricted access to the Internet that enables the 'contact seeking classroom' as "a learning community in which students learn to seek information, relate critically to it and enter in dialogue with relevant 'educators'" Paulsen, 2016a, p. 21, our translation, and2016b).…”

Section: Technology To Support Discussion and Deliberationmentioning

confidence: 99%

Dialogic Literacy: contexts, competences and dispositions

Caviglia¹,

Dalsgaard²,

Delfino³

et al. 2017

L1 Educational Studies in Language and Literature

View full text Add to dashboard Cite

Dialogic Literacy is understood as being able to participate in productive dialogue with others and is a key competence for learning and active citizenship in a cultural and societal landscape shaped by the 'participatory turn'. The article develops a definition of Dialogic Literacy based on a cross-disciplinary approach combining deliberative discourse, collaborative rationality, and Moral Foundation Theory. Furthermore, it presents a framework that educators can utilize in order to transform classroom discussion into activity that fosters learners' Dialogic Literacy. Finally, the article argues for elevating the status of Dialogic Literacy as an overarching learning goal that should become an integral part of language education.

show abstract

Effects of anonymity, invisibility, and lack of eye-contact on toxic online disinhibition

Cited by 493 publications

References 64 publications

Bystander Intervention in Cyberbullying

Bystander Intervention in Cyberbullying

Beyond Social Presence: Facelessness and the Ethics of Asynchronous Online Education

Dialogic Literacy: contexts, competences and dispositions

Contact Info

Product

Resources

About