In-depth                                   E-learning: The Dark Side?Authors                              There are concer...
In-depthof judeo-christian ideas about people. The ‘force’ (in the film           just found some unwanted material on one...
In-depth3.2	Game playing                                                            3.4	Social networkingAs the developing...
In-depthaddiction does indeed exist, it only affects a relatively small pro-     2004) because it is also strongly associa...
In-depthtechnology use could move beyond objective examination and             6.	 Are Internet dangers different to real-...
In-depthThe first challenge is for adults to be aware of what happens          of students had private profiles of which l...
In-depthReferences                                                               Finkelhor, D., Mitchell, K. J. & Wolak, J...
In-depthevaluations: Getting to know one another a bit at a time. HumanCommunication Research, 28(3), 317–348.Underwood, J...
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E-learning: The Dark Side?

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Authors: Philip E. Banyard, Jean Underwood

There are concerns that the Internet has created new risks for our society and in particular for young people. We argue that the way we frame these risks is affected by the way we view young people, in particular their maturity and ability to make choices for themselves.

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E-learning: The Dark Side?

  1. 1. In-depth E-learning: The Dark Side?Authors There are concerns that the Internet has created new risks for our society and in par- ticular for young people. We argue that the way we frame these risks is affected by thePhilip Banyard way we view young people, in particular their maturity and ability to make choices forReader in PsychologyDivision of Psychology, themselves.Nottingham Trent University,UK A recurrent metaphor concerns the ‘dark-side’ of the Internet which draws on ancientphil.banyard@ntu.ac.uk and modern myths about the nature of good and evil. We argue that a knowledge divide between adults and youth has developed concerning the use of digital technolo-Jean Underwood gies. Digital natives are able to change the power balance of our society: this threatensProfessor of Psychology the status quo and therefore has created a moral panic.Division of Psychology,Nottingham Trent University, The key areas of concern for risk include: cyber-bullying, game-playing, social network-UK ing, sexual solicitation and addictive behaviours. Although these areas present realjean.underwood@ntu.ac.uk risks, we note that young people are moderating their own behaviour as they develop understandings about the possibilities offered by new technologies. The answer toTags our concerns should not be to seek to control digital technologies, but rather to edu- cate adults and young people about what is possible and appropriate, so that they canrisk, learning, moral panic, choose to become responsible, digital citizens of the 21st century.digital citizens, cyber-bullying 1. Introduction “There is no dark side of the moon, really. Matter of fact, it’s all dark.” Pink Floyd, Dark Side of the Moon Does the Internet have a dark side? Should we be protecting ourselves and our children from the dangers of the Internet or encouraging them to embrace the opportunity for knowledge and community that it offers? The way we frame our answers to this question is structured by our implicit assumptions about human nature and our understandings about self and society. In this article we will look at these assumptions and review the scientific evidence to see how much we can bring these two sets of understandings together. One assumption concerns the power of persuasion and hence the ability of individuals to resist influences from powerful others. One view sees the person as passive, malleable and gullible, and the other sees the person as active and capable of making decisions and being discriminating. The volume of books about persuasion on the psychology, business and self- help shelves illustrates our concern and interest in the issue. A second assumption about human behaviour, crucial to our response to the Internet, concerns our view of children and the maturity they are able to show when given the opportunity to do so. This view affects the level of responsibility we allow them to exercise. These assumptions about human behaviour are only partially framed by the scientific evi- dence available because they touch our core beliefs about what it means to be human. The ‘dark-side’ is therefore a useful phrase to explore because it refers to a modern retelling ing earn eLearning Papers • ISSN: 1887-1542 • www.elearningpapers.eueL ers 28 u ers.e gpap www .elea rnin n.º 28 • April 2012Pap 1
  2. 2. In-depthof judeo-christian ideas about people. The ‘force’ (in the film just found some unwanted material on one of the machinesStar Wars) refers to a universal and metaphysical power that we and was waiting for [the Local Education Authority] to sendhave access to, but whose strength is so great that it can turn someone to check it out. The school is assiduous in its at-us from good people to bad if we don’t use it wisely. Use it un- tempts to keep unwanted material away from the pupils andwisely and you will go to the ‘dark side’ and become consumed to make sure that they do not inadvertently come across anby your own darkness such as addiction or a lust for power. This offensive site.” (unpublished research notes)central story of good and evil about how we see ourselves and The contrast between teaching children to click-away from in-our society has a profound effect on the general response to appropriate material and training all staff to monitor childrenthe Internet. and close down the system if there are any concerns could not be more marked. This was not a unique observation and we re-2. Perceived risks corded similar contrasting approaches in neighbouring schoolsWe live in an increasingly risk averse society, and this is par- in other parts of the UK. The different approaches, we argue,ticularly true in relation to the protection of children. The dif- have less to do with understandings about the Internet thanferent focus that schools adopt to safety concerns about the with assumptions about human behaviour.Internet was illustrated by two neighbouring primary schoolsthat we visited in 2006 as part of a research project for the UK 3. What are the risks?government (Underwood et al., 2007). Situated in rural East An- We will look at some of the risks that have been identified to beglia with similar catchments, demographics and rated as above associated with the use of internet and then consider whetheraverage on national criteria, each viewed the computers in their these represent new challenges for educators or whether theyschools in very different ways. Our contemporaneous observa- are new expressions of old risks.tions which we report here are in stark contrast. The first schoolwas on the ‘opportunity’ end of the spectrum, 3.1 Cyber-bullying “The school is delightfully unaware of technical details and only showed a passing recognition of the local broadband Online aggression is a very real danger. In a study of 501 regular consortium (e2bn) who probably provide their broadband Internet users (aged 10–17 years), 19% were involved in online link. […] aggression, 3% were aggressor/ targets, 4% targets only, and 12% online aggressors only. Aggressor/targets reported charac- The school believes that most children have access to com- teristics similar to off-line bully/ victims. Furthermore, cyberbul- puters at home and many have access to the Internet. Access lying rapidly transfers to real life, leaving children with no place at school is largely in lesson time though pupils are allowed to hide and teachers with an undercurrent of activity they have to use the unlocked ICT suite in break-times with permission. no control over (Ybarra & Mitchell, 2004). There are clear sex The school could not name who carried out the blocking of differences in the acceptance of risk and in cyberbullying, with unwanted Internet sites. It was presumed to be the LEA [Lo- young males being greater both greater risk takers and more cal Education Authority]. The school had not experienced any involved in cyberbullying (Dehue et al., 2008). major problems with the Internet though it was accepted that unwanted material would occasionally slip through the The question to consider is whether this represents a new and filters, for example a search for material on waterfalls elic- substantial hazard for children or whether it is a different ex- ited some mildly erotic images. The policy of the school is to pression of the social negotiation that is part of every child’s encourage children to respond responsibly to such material development. Furthermore we have to consider whether regu- and to delete and report it. There has been no need to take lation by adults is the best strategy as in involves the invasion of any further action so far.” the private worlds of young people, and whether leaving space for the development of social skills in these young people willThe second school was on the ‘danger’ end of the spectrum provide greater long-term benefit. “The classroom computers and the mini-suite were not being used on the day of the visit because the ICT coordinator had ing earn eLearning Papers • ISSN: 1887-1542 • www.elearningpapers.eu eL ers 28 u ers.e gpap www .elea rnin n.º 28 • April 2012 Pap 2
  3. 3. In-depth3.2 Game playing 3.4 Social networkingAs the developing child acquires social norms about acceptable Do people behave different when communicating online tobehavior from his or her experiences, any activity that promotes how they do in face-to-face situations? Online interactionsviolence is likely to be a risk factor for violent behavior. The re- have been found to generate more self-disclosure and fosterpetitive playing of violent games has been reported as leading deeper personal questionings than face-to-face communicationto more aggressive behaviour and the desensitisation of the in- (Tidwell & Walther, 2002). Underwood, et al. (2011) identified 3dividual demonstrating by decreased brain activity when shown types of Facebook users in young people. One group, the broad-scenes of real violence. (Bartholew, et al., 2006). Meta-analyses, casters exhibited worrying high risk behaviour which tended tocombining data from hundreds of individual studies, confirm an focus on one-to-many low quality communications, in whichassociation between exposure to violence in media and antiso- self–promotion and lying were clearly evident. Could it be thatcial tendencies such as aggression (Huesmann, 2009). Although social networking facilities encourage risky behaviour in vulner-Ferguson (2010) asserts that much of the research on the link able young people and open them up to the possibilities of dan-between gaming and aggression is inconsistent and hampered gerous relationships and encounters? Another feature of socialby poor methodologies and the intrusion of ideology and dog- networking is the ability to know ever more details about yourma. partner including their changing moods (status on Facebook), where they are (Find my iphone) and who they are with. It isThe risks associated with less violent video games, particularly perhaps no surprise that heavy Facebook use is associated withthose marketed to young children are not well understood, but increased levels of jealousy (Muise, et al., 2009).recent research has shown experimental evidence that videogames may displace after-school activities that have educa- Use of social networking sites has been associated with greatertional value and may interfere with the development of reading levels of social capital, or benefits made possible by the exist-and writing skills in some children (Weis & Ceranksoky, 2010). ence of a social structure. For example, Ellison et al. (2007) haveIt is worth reflecting, however, whether previous generations of show that students who are active on Facebook feel higher lev-children have also turned away from educational activities to els of both forms of social capital, and the effects are greater forplay football or tiddlywinks or French skipping. students with lower self-esteem. However, the perceived ben- efits may depend on the nature of the interactions. A survey of3.3 Unwelcome sexual solicitation 1,193 students found users who engaged in directed interaction with others, such as leaving wall posts or messaging friends,It is difficult to collect reliable data on sexual solicitation via the reported lowered feelings of loneliness and increased feelingsInternet. One large-scale study in the USA (Finkelhor, Mitchell of social capital. On the other hand, students who engaged inand Wolak, 2000) carried out interviews with a sample of 1,501 passive viewing of others’ content, such as status updates andyouths aged 10 to 17 years who use the Internet regularly (at photos reported feelings of increased loneliness and reducedleast once a month for the past 6 months). They reported that social capital (Burke, Marlow & Lento, 2010).19 per cent of their sample received an unwanted sexual solici-tation or approach over the Internet in the previous year. The 3.5 Addictive behaviourdefinition was extremely broad and included someone tryingto get them to unwillingly talk about sex; asking unwanted inti- Addiction is a perceived danger of Internet use that is fuelled bymate questions; requests to do sexual things they did not want parental concerns about the amount of time their children ap-to do; and invitations to run away. In addition, 3 per cent (one in pear to spend online. Recent surveys suggest that about 2% ofseven of all the solicitations) included an attempt to contact the youth can be described as having Internet addiction with 10%–youth via telephone/postal mail and/or in person so the vast 20% engaging in at-risk Internet use (Johansson & Götestam,majority were associated with the Internet. However, the sur- 2004; Cao & Su, 2007, Christakis et al., 2011). There is somevey found few sexually orientated relationships between young evidence that adolescents and college students that are heavypeople and adults. This last point appears to support the idea users of the internet have lower self-esteem and are more so-that children are able to insulate themselves from the more se- cially disinhibited (Niemz, et al., 2005), but a recent review ofrious hazards. the area (Widyanto & Griffiths, 2009) concluded that if internet ing earn eLearning Papers • ISSN: 1887-1542 • www.elearningpapers.eu eL ers 28 u ers.e gpap www .elea rnin n.º 28 • April 2012 Pap 3
  4. 4. In-depthaddiction does indeed exist, it only affects a relatively small pro- 2004) because it is also strongly associated with risk-taking, sen-portion of the population and there is very little evidence that it sation seeking and reckless behaviour. All of which can have life-is problematic among adolescents. changing consequences for the individual. While adolescents are good at assessing risk under conditions of low arousal and4. Digital natives and moral panics cool emotions, under intense emotional arousal they can fail to make a responsible choice.There are perhaps two features of the digital world that en-hance the fears of the general population. In the first instance The fear about young people and their behaviour has been ait belongs to the young. Yes, we all use digital technologies but recurrent theme. Sociologists observe the moral panic (Cohen,the learning environment has been transformed by them and as 2002) that is created when people fear a threat to the socialPrensky (2001) notes today’s young people “are no longer the order. The term was originally used to describe the reaction topeople our educational system was designed to teach” (page 1). youth culture as it developed mid-way through the twentiethThey “are all ‘native speakers’ of the digital language of comput- century as young people became independent consumers in theers, video games and the Internet” (page 1). In our research on new age of prosperity. In today’s world it is digital technologiesthe impact of digital technologies in schools (Underwood, et al., that present a clear and present danger to the social order and2007) we observed a class of 27 four and five year old children the demonisation of the Internet is a response to that threat.log on to their laptops and develop new versions of the song The digital technologies represent a threat to the social order‘Twinkle, twinkle little star’ for a full hour despite having very because they create a shift in power. There is a loss of adultlimited reading and writing skills. For example it was noted at power over children because much of the digital word is a mys-the time, tery to parents. There is also the democratisation of knowledge “During a demonstration to the whole class, the teacher had that the Internet offers through facilities such as Twitter. Gov- difficulty in making the programme work. She was able to ernments, even repressive governments, are no longer able to problem-solve in front of the class and finally demonstrate control the flow of information. The loss of power from people how to move the words around on screen and put them into and organisations who are used to exerting it creates uncertain- cells in the on-screen grid. This did not trouble either the ty and fear. teacher or the children. The solution was to move the cur- sor over the cell and then press SHIFT and LEFT CLICK at the 5. What’s to be done? same time to select it. This was initially taxing for the chil- To reiterate, we live in a risk averse society and so one of the dren when they returned to their laptops but some of them first responses to a threat is to restrict access to digital tech- picked it up very quickly and were soon confidently putting nologies and to try and control them. The metaphor we would text into the various cells.” (unpublished research notes). suggest here, however, is of the outdoor world. Mountains areThese digital natives have a different experience of dealing with very good to look at but can be dangerous if you climb up them.information and technology to previous generations. Technol- People sometimes get lost on them and occasionally fall offogy use is associated both with transient changes in arousal/ them. There is no suggestion that we should fence them off andmood and with long-term changes in behavior/brain function. protect people from themselves, rather we urge walkers to havePrensky (2001) goes on to suggest that this change is having an the right kit and to develop relevant skills such as the ability toeffect on brain structure but whether this is the case or not, it is read maps. However, with the Internet we consider this a pos-clear that young people bring a different skill set to school and sibility because of the moral panic that has been generated toto life in general. demonise it.The second feature that enhances fears about the digital tech- If we consider again the risks associated with the Internet thatnologies comes from this association of the changes in technol- we looked at above, then we must ask to what extent theseogy with the age-group who are the principle users. Adolescence risks are exclusive to the Internet, and how great the risk reallyis a period of rapid increases in physical and mental capabilities. is. We must also ask who is at risk. The youngest children haveYet, despite having the cognitive ability to understand risk, mor- low exposure, but risk rises as children approach adolescence.tality rates increase by over 200% in this dangerous age (Dahl, As Ferguson (2010) remarks we are at risk that concerns about ing earn eLearning Papers • ISSN: 1887-1542 • www.elearningpapers.eu eL ers 28 u ers.e gpap www .elea rnin n.º 28 • April 2012 Pap 4
  5. 5. In-depthtechnology use could move beyond objective examination and 6. Are Internet dangers different to real-into the realm of ideology, dogma and moral panic life dangers?One aspect of the moral panic concerns the impact of video Many hazards and associated risks offline are relatively wellfrom television and YouTube. Newspaper reports suggest that known and understood but we have yet to fully explore whetherover ten hours of video is posted on YouTube every minute and online hazards and risks are essentially the same or, in somethe 20 million daily viewers in the UK watch more than 3.6 bil- important ways, different from those in the non-virtual world.lion videos online every month (Johnson, 2008). The fear is that However, one area where there appears to be a difference inwe have created a cult of the amateur where what we see on the level and quality of risk between off and online worlds is theYouTube is given equal weight to the considered evaluation of area of cyberbullying. Bullying is a phenomena in all walks of lifejournalists. If we all become amateur journalists and critics then but technology brings a new dimension to this problem in thatthere are no experts, and the prevailing view is formed by the the victims of bullying feel unable to escape and the perpetra-loudest and most opinionated (Keen, 2007). tors feel invulnerable due to anonymity.A counter view comes from the report on the Video Republic Recent data from the UK suggests that 19% of children betweenby the UK think-tank Demos (Hannon et al, 2008). They note the ages of 9 and 19 say that have been bullied in the last 12the problems with the rise of video culture but comment that it months. Interestingly for this debate when you break down thatoffers hope for new forms of democratic expression and partici- figure you find that 13% of those instances were face to face,pation. They provide many recommendations for how we can 3% were via mobile phones and only 6% were via the Internetembrace the technology and better prepare our young people (Livingstone et al., 2011). The report, which included data fromfor work and for life. For example they recommend countries across Europe goes on to note that “Bullying online appears more common in countries where bullying in general is “Schools, universities and businesses should prepare young more common (rather than, say, in countries where the Internet people for an era where CVs may well be obsolete, enabling is more established).” (page 62) them to manage their online reputation. They should pass on guidance from recruitment agencies and other experts to The evidence for the other areas we suggested above, addictive help them make informed decisions about what they put on- behaviours, game playing, social networking and unwelcome line and contribute to the Video Republic.” (page 66) sexual solicitation is much less clear. These are all issues for off- line behaviour and so our focus on the potential damage cre-The Demos report also uses the ubiquitous ‘dark-side’ rhetoric ated by the Internet means we are focusing on the medium andbut they come up with a solution to the fear of harmful and not the real problem. If we return to the ‘dark-side’ metaphorobjectionable material. then just as with these myths, the dark side is not out there but “Currently the tools we have to distinguish between harmful inside people. And this brings us back to the assumptions we content are too blunt: content is either deemed ‘inappropri- hold about people, their ability to deal with persuasion and the ate’ or is for over-18s only. People should have the ability to responsibility they have for their actions. Do we see people as select age-rating systems for videos on websites. The aver- passive, malleable and gullible, or as active, discriminating and age of these ratings could then be translated into a region’s capable of making intelligent decisions? film-rating classification system.” (page 70)In other words, use the facility developed by TripAdvisor and 7. Dealing with riskAmazon and other consumer sites to allow users to post evalu- We argue in this paper that the Internet does not pose a spe-ations and view the evaluations of others. The expert judge is cial threat in and of itself. It is not the dark side but is anotherreplaced by the collective expertise of the users. Although there stage on which people display the full range of social and inter-are concerns about the ability of the crowd to make good deci- personal behavior. As such it is also the stage where some nega-sions (Keen, 2007) it is part of the modern democratisation of tive and distressing behaviours can occur. The issue we argue isknowledge that allows us to comment on things and events and about identifying who is particularly vulnerable to these riskssee the comments of others. and how we can provide some structure that limits the ex- tremes of negative behavior. ing earn eLearning Papers • ISSN: 1887-1542 • www.elearningpapers.eu eL ers 28 u ers.e gpap www .elea rnin n.º 28 • April 2012 Pap 5
  6. 6. In-depthThe first challenge is for adults to be aware of what happens of students had private profiles of which less than 10% allowedon the Internet and to offer the same guidance for interactions some level of restricted searching, while Dey, Jelveh and Rossonline that they would offer for face to face interactions. Par- (2012) report that in 2010 less than 20% of their 1,700 users hidents appear to be overconfident, for example, about the extent their friend lists but that this had increased to over half usingof bullying. Among the 3% of European children who reported this form of self-protection some 15 months later. This movethat they had been bullied on the Internet, less than a third of away from the default privacy settings to more restrictive set-their parents (29%) were aware of this with over half asserting tings is evidence of increasing awareness of privacy and securitythat their child had not been bullied (Livingstone et al., 2011). issues had increased. Our young can and do learn. We need to provide convincing evidence for them to so.As noted above, the Internet belongs to the young and parentsand teachers are only partially aware of what children are do-ing. This lack of knowledge can create a sense of threat in those 8. Conclusionswho are aware of their lack of knowledge. It is worth noting We argue here that it is important for teachers and parents tohowever that a detailed analysis of the 3% of children who were make themselves more familiar with the Internet and hence ofbullied online found that over 90% reported that they were not the potential risks. Currently in the UK half of parents with chil-bothered by the event after a few days (Livingstone et al., 2011). dren aged 5-15 who use the Internet believe that they know lessThey were commonly able to do something about it by, for ex- about the Internet than their children (Ofcom, 2011). It is clearample, blocking the person who sent the message. So the threat that parents are becoming more aware of the risk and the 2011is out there, but it is much less than the face-to-face threat and Ofcom survey showed an increase in homes using passwordschildren are commonly able to find ways of dealing with it. on their multichannel televisions (36% to 44%) but no change in the use of parental controls on Internet use (steady at 39%).Further evidence on the different approaches of parents and Simple controls and observations of behavior can manage thechildren comes from the ongoing Ofcom Media Literacy Studies majority of risks.in the UK (Ofcom, 2011). In the most recent study they find thatparents are more likely to be concerned about the television We argue here that the most effective way to manage risk oncontent their child watches (31%) compared to Internet content the Internet is to help the young to gain an understanding of(23%). The issue to consider is whether the reduced concern the risks related to the Interent and then trust in the maturityabout Internet use is justified. The responses of the children to of young people, and trust in their overall judgement and socialthe survey suggest that there are, indeed, reasons to be cheer- skills to negotiate these news ways of relating and behaving.ful. For example, close to half of 12-15 year olds who use search Apgar (2006) coined the term risk intelligence, that is the ca-engines make critical judgements about the results concerning pacity to learn about risk from experience. We need to exposethe truthfulness of sites. Also when asked about their attitude the young to risk in safe environments such as schools so thattowards sharing personal information online, the majority of they become risk intelligent. In this way they can be guided tochildren in this age range said they would either want nobody become responsible, digital citizens of the twenty first century.or only friends to see their information (Ofcom 2011).The second challenge is to help young people to understand therisks related to the Internet. That such an understanding is de-veloping is shown by a set of studies on student use of socialnetworking sites. In 2005 Gross and Acquisti (2005) surveyed4,000 student Facebook users and found a disturbing degree ofnaivety about personal information. These students openly pro-vided sensitive data: over 50% broadcast their address and veryfew used the privacy settings. By 2007 Fogel and Nehmad (2009)found only 10% of students were openly distributing their per-sonal address. Use of the privacy settings is also increasing. In2007 Lewis, Kaufman and Christakis (2008) found that a third ing earn eLearning Papers • ISSN: 1887-1542 • www.elearningpapers.eu eL ers 28 u ers.e gpap www .elea rnin n.º 28 • April 2012 Pap 6
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