Cyberbullying in Distance Education: A Mixed-Method Study on the Experiences of Pre-Service Teachers

Abstract

This study examines the cyberbullying behaviors encountered by pre-service teachers during distance education processes. The research follows a mixed-method design that incorporates both qualitative and quantitative approaches. Quantitative data were collected using the Cyberbullying and Cybervictimization Scales developed by Lam and Li (2013) and adapted into Turkish by Gençdoğan and Çıkrıkçı (2015). Qualitative data, on the other hand, were obtained through an individual interview form prepared by the researchers. The study group consists of 38 pre-service teachers studying at a public university, selected through a combination of convenient sampling and criterion sampling methods. Quantitative data were analyzed using descriptive statistics and Fisher’s Exact Test, while qualitative data were analyzed through content analysis. The findings revealed that pre-service teachers do not engage in cyberbullying behaviors but do experience cybervictimization. Moreover, no statistically significant differences in cybervictimization were observed based on gender or grade level. Qualitative analyses detailed the various types of victimization experienced by the participants and their responses to these incidents. The results demonstrate consistency between the qualitative and quantitative data. Based on the findings, the study concludes with recommendations aimed at empowering pre-service teachers against cyberbullying.