Creating a psychologically safe online space for a student-generated questions learning activity via different identity revelation modes

Fu-Yun Yu, Yu Hsin Liu

研究成果: Article同行評審

49 引文 斯高帕斯(Scopus)

摘要

This study focuses on mitigating evaluation apprehension, which is usually unavoidable in identifiable social situations, via the constructive use of prominent features of networked technologies. Specifically, this study investigated learners' attitudes towards different user-identity revelation modes, namely, real-identity, anonymity and created-identity, in an online question-construction and peer-assessment context. Forty university freshmen, taking a physics laboratory course, participated for one semester in 2007. A learning system called The Question Authoring and Reasoning Knowledge System which allowed students to contribute and benefit from cyclic process of constructing and reviewing questions, was devised. Analysis of the data gathered found that students reacted statistically differently to the modes of real name, anonymity and nickname. Furthermore, participating students adjusted their preferred mode in different roles and circumstances. The data obtained suggest that program developers should embed flexible and versatile capabilities of computer and communication technologies by allowing individuals the opportunity not to be identified or only be identified via a nickname of their choice, so as to help eliminate feelings of embarrassment and uneasiness, which are not psychologically sound and may hinder the learning process.

原文English
頁(從 - 到)1109-1123
頁數15
期刊British Journal of Educational Technology
40
發行號6
DOIs
出版狀態Published - 2009 十一月 1

All Science Journal Classification (ASJC) codes

  • 教育

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