Any Effects of Different Levels of Online User Identity Revelation?

研究成果: Article同行評審

7 引文 斯高帕斯(Scopus)

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.

原文English
頁(從 - 到)64-77
頁數14
期刊Educational Technology and Society
15
發行號1
出版狀態Published - 2012

All Science Journal Classification (ASJC) codes

  • 教育
  • 社會學與政治學
  • 工程 (全部)

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