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

Research output: Chapter in Book/Report/Conference proceedingConference 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 languageEnglish
Title of host publicationWorkshop Proceedings of the 17th International Conference on Computers in Education, ICCE 2009
Pages21-24
Number of pages4
Publication statusPublished - 2009 Dec 1
Event17th International Conference on Computers in Education, ICCE 2009 - Hong Kong, Hong Kong
Duration: 2009 Nov 302009 Dec 4

Publication series

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

Other

Other17th International Conference on Computers in Education, ICCE 2009
CountryHong Kong
CityHong Kong
Period09-11-3009-12-04

All Science Journal Classification (ASJC) codes

  • Computer Science (miscellaneous)
  • Education

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