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Cyberbullying research is currently focused on identifying personal factors which increase the risk of an individual being involved in the behaviour. Recent findings indicate that within the web of cyberbullying culture a large group of individuals are both cyberbullies and victims. This group of cyberbully/victims has been shown to differ from pure cyberbullies or victims on various factors during adolescence; particularly self-esteem. However, little research to date has investigated cyberbullying behaviour in adults. The current study examined the prevalence of cyberbully typologies and their relationship with self-esteem within a convenience sample of 164 Australian young adults (72% being females; 17-25 years). Results found that the largest group identified were cyberbully/victims (62%), followed by individuals not involved (17%), cyberbullies (11%) and cybervictims (10%) respectively. The ratio of males and females in each of the four cyberbully typologies was similar. Contrary to previous research, all four cyberbully typologies reported similar levels of self-esteem. These findings suggest that research should examine cyberbullying behaviour across all age groups to determine if this is related to different factors in adolescence compared to adulthood. Limitations and future recommendations are discussed.

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This study investigates multiple intelligences in relation to online video experiences, age, gender, and mode of learning from a rural Australian university. The inter-relationships between learners' different intelligences and their motivations and learning experience with the supplementary online videos utilised in their subjects are investigated. These videos were accessed by students using a variety of digital devices, including mobile devices and in lecture theatres. Quantitative responses using online surveys were collected from 111 students. Measures included McKenzie's Multiple Intelligences Inventory and the Online Video Experience Inventory. The Online Video Experience Inventory resulted in two sub-scales, namely, motivation and learning experience. Overall multiple intelligences was significantly positively correlated with learning experience but not student motivation. Although the findings revealed a significant difference between the MI profiles of respondents and their age category, it was revealed that all students are lower in Existential intelligence. Further analyses between gender and the MI subscales also indicated significant differences between gender and Logical-Mathematical and Intrapersonal intelligences. However, a negligible significant relationship was found between the two sub-scales of the Learning Experience Inventory and age of the participants.Keywords: multiple intelligences, students' motivation, students' experience, rural university, video-assisted learning 168Multiple Intelligences, Motivations and Learning Experience … International Journal of Instruction, January 2018 • Vol.11, No.1 INTRODUCTIONDigital technologies, connected to the Internet and internal university networks as an aspect to increase the quality and reach of teaching and learning in higher education, have already changed the lives of learners around the world. Recent reforms in Australian tertiary education are a good case in point. Providing the students with the opportunity of complementing internal classes with online supplements has been one of the crucial developments. Traditionally, courses were offered in internal or face-to-face mode. Today, however, owing to the growth of technology and demand for alternative modes of delivery, some courses are offered fully or partially online. This use of the Internet follows the aim of government to improve the accessibility of tertiary education for all Australians. Also this mode of the Internet learning and teaching would be beneficial to those students who otherwise could not participate internally. Modes of delivery such as online or blended may never entirely replace direct face-to-face involvement, but they have the potential to augment traditional instruction. This has motivated researchers to direct their attention to the use of Information Communication Technology (ICT) to help learners become confident and active communicators. In addition, some researchers (Driscoll, Jicha, Hunt, Tichavsky, & Thompson, 2012;Keengwe, Onchwari, & Agamba, 2014) st...