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Can Online Education Programs Solve the Cyberbullying Problem? Educating South Korean Elementary Students in the COVID-19 Era

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  • Eunsun Choi

    (Major in Computer Education, Faculty of Science Education, Graduate School, Jeju National University, Jeju-si 63294, Korea)

  • Namje Park

    (Department of Computer Education, Teachers College, Jeju National University, Jeju-si 63294, Korea)

Abstract

Due to the COVID-19 lockdown, public education has been forced to hold classes online, which increases the time students are on the internet at home. While this situation has significantly reduced the incidence of physical violence between students, cyberbullying has increased sharply, even among younger students. This paper examines a program developed to educate elementary school students on how to best respond to cyberbullying—a social issue that hinders the achievement of sustainable development goals (SDGs). The program was applied to students, and the educational effects were tracked. First, we analyzed education programs in South Korea and the United States that teach students how to cope with cyberbullying, extracted characteristic parts, and developed the online education program in accordance with the current situation in South Korea. Next, we conducted an online education preference survey through an independent sample t -test and one-way ANOVA. As a result, regardless of gender and grade, most study subjects preferred online education. In addition, we conducted a paired sample t -test to determine the prevention and response effects of suggested online education programs. According to the test, the study subjects experienced less cyberbullying and victimization after participating in the online education program. Additional benefits were the students’ increased ability to defend against cyberbullying and a decreased need for defenders and assistants in warding off the cyberbullies.

Suggested Citation

  • Eunsun Choi & Namje Park, 2021. "Can Online Education Programs Solve the Cyberbullying Problem? Educating South Korean Elementary Students in the COVID-19 Era," Sustainability, MDPI, vol. 13(20), pages 1-15, October.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:20:p:11211-:d:653700
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    References listed on IDEAS

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    1. Juan Calmaestra & Antonio J. Rodríguez-Hidalgo & Oswaldo Mero-Delgado & Eva Solera, 2020. "Cyberbullying in Adolescents from Ecuador and Spain: Prevalence and Differences in Gender, School Year and Ethnic-Cultural Background," Sustainability, MDPI, vol. 12(11), pages 1-14, June.
    2. Rafael Pichel & Mairéad Foody & James O’Higgins Norman & Sandra Feijóo & Jesús Varela & Antonio Rial, 2021. "Bullying, Cyberbullying and the Overlap: What Does Age Have to Do with It?," Sustainability, MDPI, vol. 13(15), pages 1-11, July.
    3. Min Kwon & Joon-Yeop Lee & Wang-Youn Won & Jae-Woo Park & Jung-Ah Min & Changtae Hahn & Xinyu Gu & Ji-Hye Choi & Dai-Jin Kim, 2013. "Development and Validation of a Smartphone Addiction Scale (SAS)," PLOS ONE, Public Library of Science, vol. 8(2), pages 1-7, February.
    4. Henry Kaiser, 1974. "An index of factorial simplicity," Psychometrika, Springer;The Psychometric Society, vol. 39(1), pages 31-36, March.
    5. Amaya Epelde-Larrañaga & José Antonio Oñederra Ramírez & Ligia Isabel Estrada-Vidal, 2020. "Music as a Resource Against Bullying and Cyberbullying: Intervention in two Centers in Spain," Sustainability, MDPI, vol. 12(5), pages 1-13, March.
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    1. Ban, Jiyoon & Kim, Donghwa, 2024. "Structural relationship among aggression, depression, smartphone dependency, and cyberbullying perpetration," Children and Youth Services Review, Elsevier, vol. 166(C).

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