Journal of Education & Social Policy

Cyberbullying Correction Model (CCM) for Business Communication
Cynthia Schreihans, Catherine Levitt

Abstract
The Cyberbullying Correction Model (CCM) is proposed as a simple, instructional resource for college-level business communication classes to help teach students that Internet-based, cyberbullying messages can be redeveloped into harassment-free communication. With course-specific focus, the original Technology Assistance Model (TAM) (Davis, 1989) is this paper’s theoretical framework. A qualitative post-assignment survey supports CCM and overlaps TAM’s constructs of Perceived Usefulness and Perceived Ease of Use. The indirect, four-part message delivery predicates “real-world” message development and course usefulness. Mindfulness adds intentions for students’ future use of course materials and learned skill sets. Survey data spans a two-year cycle. Study participants were lower-division business communication students. Conclusions detail CCM can assist professors in teaching students positive communication protocols and associated skills; thus, the circulation of cyberbullying messages is reduced. Internet systems are also improved for educational use. A professional online communication presence may, set positive examples for other students to follow? Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology MIS Quarterly (13:3), pp.319-340.

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