文章基本信息

标题：Any Effects of Different Levels of Online User Identity Revelation?
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作者：Fu-Yun Yu
期刊名称：Educational Technology and Society
印刷版ISSN：1176-3647
电子版ISSN：1436-4522
出版年度：2012
卷号：15
期号：1
页码：64-77
出版社：IFETS - Attn Kinshuck
摘要：This study examined the effects of different levels of identity revelation in relation to aspects most relevant to engaged online learning activities. An online learning system supporting question-generation and peer-assessment was adopted. Three 7th grade classes (N=101) were assigned to three identity revelation modes (real-name, nickname and anonymity) and observed for six weeks. A pretest-posttest quasi-experimental research design was adopted. Findings did not confirm that different levels of identity revelation affected participants¡¯ academic performance, nor led participants to view the peer-assessment strategy, the interacting parties, interaction processes, or engaged activities in different ways. Implications for generalizability of research findings and suggestions for teaching practices are offered.
关键词：Anonymity, Computer mediated communication, Nickname, Peer assessment, Question generation