Any effects of different levels of identity revelation for online student-generated questions activities?

Fu Yun Yu

Any effects of different levels of identity revelation for online student-generated questions activities?

Institute of Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

The focus of this study is to examine whether there are any differential effects of different identity revelation modes (real-name, nickname, anonymity) for student-generated questions activities. One hundred and one 7 ^th graders from three classes participated for six weeks. An online learning system that allows students to contribute to and benefit from the process of question generation and peers' feedback was adopted. A pretest-posttest experimental research design was used. Data analysis did not confirm original contemplation that different levels of identity revelation lead participants to view their interacting partners or the process differently.

Original language	English
Title of host publication	Workshop Proceedings of the 17th International Conference on Computers in Education, ICCE 2009
Pages	21-24
Number of pages	4
Publication status	Published - 2009
Event	17th International Conference on Computers in Education, ICCE 2009 - Hong Kong, Hong Kong Duration: 2009 Nov 30 → 2009 Dec 4

Publication series

Name	Workshop Proceedings of the 17th International Conference on Computers in Education, ICCE 2009

Other

Other	17th International Conference on Computers in Education, ICCE 2009
Country/Territory	Hong Kong
City	Hong Kong
Period	09-11-30 → 09-12-04

All Science Journal Classification (ASJC) codes

Computer Science (miscellaneous)
Education

Cite this

@inproceedings{47f373fdb91d48e59a739121b88f334f,

title = "Any effects of different levels of identity revelation for online student-generated questions activities?",

abstract = "The focus of this study is to examine whether there are any differential effects of different identity revelation modes (real-name, nickname, anonymity) for student-generated questions activities. One hundred and one 7 th graders from three classes participated for six weeks. An online learning system that allows students to contribute to and benefit from the process of question generation and peers' feedback was adopted. A pretest-posttest experimental research design was used. Data analysis did not confirm original contemplation that different levels of identity revelation lead participants to view their interacting partners or the process differently.",

author = "Yu, {Fu Yun}",

year = "2009",

language = "English",

isbn = "9789868473553",

series = "Workshop Proceedings of the 17th International Conference on Computers in Education, ICCE 2009",

pages = "21--24",

booktitle = "Workshop Proceedings of the 17th International Conference on Computers in Education, ICCE 2009",

note = "17th International Conference on Computers in Education, ICCE 2009 ; Conference date: 30-11-2009 Through 04-12-2009",

}

Yu, FY 2009, Any effects of different levels of identity revelation for online student-generated questions activities? in Workshop Proceedings of the 17th International Conference on Computers in Education, ICCE 2009. Workshop Proceedings of the 17th International Conference on Computers in Education, ICCE 2009, pp. 21-24, 17th International Conference on Computers in Education, ICCE 2009, Hong Kong, Hong Kong, 09-11-30.

Any effects of different levels of identity revelation for online student-generated questions activities? / Yu, Fu Yun.
Workshop Proceedings of the 17th International Conference on Computers in Education, ICCE 2009. 2009. p. 21-24 (Workshop Proceedings of the 17th International Conference on Computers in Education, ICCE 2009).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution