<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nitza Davidovitch</style></author><author><style face="normal" font="default" size="100%">Roman Yavich</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ASSOCIATION BETWEEN SOCIAL MEDIA USE, CYBERBULLYING, AND GENDER</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">post-Covid period</style></keyword><keyword><style  face="normal" font="default" size="100%">social media</style></keyword><keyword><style  face="normal" font="default" size="100%">WhatsApp groups</style></keyword><keyword><style  face="normal" font="default" size="100%">young adults</style></keyword><keyword><style  face="normal" font="default" size="100%">сyberbullying problem</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1702995917.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Cyberbullying has emerged as a pressing global issue, impacting internet users worldwide. This study examines the association between social media, bullying, and gender, with the aim of assessing the influence of social media on the aggressive tendencies of adolescents. The study involved 157 young adults aged 18 to 28 in Israel, who completed a self-report questionnaire regarding their social media usage and inclination toward cyberbullying.
The findings revealed an association between the extent of adolescents' social media engagement and their inclination to cyberbullying, specifically in the context of gender. Notably, this effect was primarily observed among men. While young women demonstrated higher online platform usage compared to their male counterparts, they exhibited a lower inclination towards cyberbullying. The study underscores that prolonged exposure to an environment lacking normative behavioural reinforcement contributes to an increase in bullying tendencies.
Given the widespread use of social networks by young people, it is imperative for the educational system to address this issue during adolescence and provide guidance on the various facets and consequences of social media usage. School programs should be developed to establish online behaviour standards, akin to those practiced in face-to-face interactions among young adolescents.
</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">776-788</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ileana  Hamburg</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INSTANT LEARNING ON DEMAND AND COMMUNITIES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">eLearning</style></keyword><keyword><style  face="normal" font="default" size="100%">instant learning on demand</style></keyword><keyword><style  face="normal" font="default" size="100%">social media</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=939896</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">28</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In order to cope with many requirements and changes of the labor market, beside a good organized labor market policy, flexibility and fast improving measures in the education programs are necessary. They should also include instant learning on demand by using eLearning, and new IT media embedded into work processes, responding to requirements of work/career situations as well as employees interests and supporting collaboration, knowledge sharing and performance support. Within vocational and continuing education, training on demand should be a good alternative for new staff or some categories of staff like IT professionals being asked to do new work or more work in less time, keeping up with progressing technologies. IT professionals are frequently interrupted during their training with emergency calls to be solved and are often overworked. Communities, where individuals share a domain of interest and knowledge about which they communicate and learn via formal or informal methods in order to solve problems are proper environments for instant learning on demand. Instant learning in communities means the acquisition of knowledge and skills as fast as they are taught or demonstrated to the communities participants – instantly.
 In this paper, first examples of fields and activities which could be supported by instant learning on demand based on eLearning and Web 2.0 are presented. Communities oriented to instant learning on demand and examples of projects aimed also at building communities and strategies for instant learning on demand for small and middle sized enterprises (SMEs) are given. Some conclusions are also presented.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">33-41</style></section></record></records></xml>