Online Academic Incivility Among Adult Learners

Abstract

More and more faculty who teach online are facing incivility in their classroom. These disruptions impede learners’ development and wellbeing and can negatively impact faculty and institutions of higher education. In this article, we review the consequences of online academic incivility and the situational factors that contribute to these disruptions. In addition, we present promising practices and strategies for faculty, including (a) functional communication, (b) empathy, (c) timely feedback, (d) active listening, and (e) clear and consistent expectations. Faculty members implementing these strategies in their online classes may be useful in reducing the challenges of academic incivilities. Future research directions and practical implications for promoting civil communications are considered.