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.
|頁（從 - 到）||64-77|
|期刊||Educational Technology and Society|
|出版狀態||Published - 2012|
All Science Journal Classification (ASJC) codes
- 工程 (全部)