This study compared the effects of anonymous e-peer review with identifiable e-peer review on student writing performance and perceived learning satisfaction. It also investigated whether anonymous e-peer review facilitated a greater amount of critical peer feedback. Quasiexperimental design was used to test group differences on the dependent variables. Participants were forty-eight freshmen enrolled in two English composition classes at an American urban university. The two intact classes taught by the same instructor were randomly assigned to the anonymous e-peer review group and the identifiable e-peer review group. The results of the experiment showed that students in the anonymous e-peer review group outperformed their counterparts in the identifiable e-peer review group on writing performance; students in the anonymous e-peer review group provided a greater amount of critical feedback and lower ratings on their peersa writing. No significant differences between the anonymous e-peer review group and the identifiable e-peer review group were found on student learning satisfaction.Writing is recognized as a key factor in studentsa#39; academic lives, and it is the primary means by which students transform from passive recipients of knowledge to active participants in their own education (Harvarda#39;s Expository Writing Program, 2002). ... Center for Education Statistics, 1998) indicate that 16% of 4th- grade students, 16% of 8th-grade students, and 22% of 12thgrade students are not able toanbsp;...
|Title||:||ANONYMITY in COLLABORATION|
|Publisher||:||Trafford Publishing - 2011-08-11|