University of Illinois Urbana-Champaign

The effects of anonymity on critical feedback in computer-mediated collaborative learning

Zhao, Yong

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https://hdl.handle.net/2142/21387

Description

Title
The effects of anonymity on critical feedback in computer-mediated collaborative learning
Author(s)
Zhao, Yong
Issue Date
1996
Doctoral Committee Chair(s)
Cziko, Gary A.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Education, Teacher Training
  • Education, Technology of
  • Education, Curriculum and Instruction
Language
eng
Abstract
  • This study explored the effects of anonymity on collaborative learning within the context of electronic communication. Specifically, it systematically examined the psychological and behavioral consequences of anonymity as a way to enhance criticalness in student peer reviews.
  • A group of preservice teachers participated in this study. The participants were asked to provide feedback to essays written by their classmates in two conditions: anonymous and identifiable. The participants used electronic mail to complete this assignment. A remailing program that would anonymize e-mail messages was developed to enable the manipulation of the independent variable.
  • Anonymity was found to be a double-edged sword in collaborative learning. While it allowed the participants to be more critical, it made them work less. The participants were found to be able to focus more on the essays when providing feedback anonymously than identifiably. The reviews provided in the anonymous condition were also judged more critical by the recipients and external raters than those made in the identifiable condition. However, the reviews provided anonymously were considered less helpful and of lower quality than those produced identifiably.
Type of Resource
text
Permalink
http://hdl.handle.net/2142/21387
Copyright and License Information
Copyright 1996 Zhao, Yong

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Dissertations and Theses - Education
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