Exploring Online Sexually Explicit Material: What is the Relationship to Sexual Coercion?

With the popularity of the Internet, it is easy to access sexually explicit material. Past research has demonstrated that exposure to sexually explicit material in traditional formats (i.e. magazines and videos) may have an influence on male attitudes and behaviors towards females, but these effects appear to be minimal and dissipate over the long term. Though the body of literature examining Internet sexually explicit material is smaller, researchers have found little to no effects on attitudes or aggressive behaviors immediately after exposure. However, research regarding exposure to online sexually explicit material has not included forensically relevant variables. Previous research has suggested that undergraduate males who report engaging in sexually coercive or aggressive behaviors differ in terms of personality, attitudinal, and behavioral variables from individuals who do not report this type of behavior. Therefore, the purpose of this study was to examine the same personality and attitudinal variables that have been studied in previous research, but to extend this research by including behavioral variables related to the viewing of online sexually explicit material. Male undergraduate students were provided with a link to take an online survey examining personality (empathy, sensation-seeking, and psychopathy), attitudinal (rape myth belief, acceptance of interpersonal violence, and hostility towards women) and behavioral (online sexual compulsivity and online behaviors with regard to sexual material) variables. The relationship between these variables and sexually coercive behavior was examined. Results indicate there is a significant relationship between some scales related to empathy and viewing sexually explicit or degrading material. Further results indicated that individuals who identified as having engaged in sexually aggressive behavior endorsed more items related to online sexually compulsive behaviors. Exploratory analyses revealed that the amount, as opposed to the type, of sexually explicit material viewed appears to be more related to adverse outcomes.

The Impact of Teaching Presence in Intensive Online Courses on Perceived Learning and Sense of Community: A Mixed Methods Study

This mixed methods concurrent triangulation design study was predicated upon two models that advocated a connection between teaching presence and perceived learning: the Community of Inquiry Model of Online Learning developed by Garrison, Anderson, and Archer (2000); and the Online Interaction Learning Model by Benbunan-Fich, Hiltz, and Harasim (2005). The objective was to learn how teaching presence impacted students’ perceptions of learning and sense of community in intensive online distance education courses developed and taught by instructors at a regional comprehensive university. In the quantitative phase online surveys collected relevant data from participating students (N = 397) and selected instructional faculty (N = 32) during the second week of a three-week Winter Term. Student information included: demographics such as age, gender, employment status, and distance from campus; perceptions of teaching presence; sense of community; perceived learning; course length; and course type. The students claimed having positive relationships between teaching presence, perceived learning, and sense of community. The instructors showed similar positive relationships with no significant differences when the student and instructor data were compared. The qualitative phase consisted of interviews with 12 instructors who had completed the online survey and replied to all of the open-response questions. The two phases were integrated using a matrix generation, and the analysis allowed for conclusions regarding teaching presence, perceived learning, and sense of community. The findings were equivocal with regard to satisfaction with course length and the relative importance of the teaching presence components. A model was provided depicting relationships between and among teaching presence components, perceived learning, and sense of community in intensive online courses.