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 peers’ writing. No significant differences between the anonymous e-peer review group and the identifiable e-peer review group were found on student learning satisfaction.
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 peers’ writing. No significant differences between the anonymous e-peer review group and the identifiable e-peer review group were found on student learning satisfaction.
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ANONYMITY in COLLABORATION: Anonymous vs. Identifiable E-Peer Review in Writing Instruction
![ANONYMITY in COLLABORATION: Anonymous vs. Identifiable E-Peer Review in Writing Instruction](http://img.images-bn.com/static/redesign/srcs/images/grey-box.png?v11.10.4)
ANONYMITY in COLLABORATION: Anonymous vs. Identifiable E-Peer Review in Writing Instruction
Product Details
ISBN-13: | 9781426982132 |
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Publisher: | Trafford Publishing |
Publication date: | 08/11/2011 |
Sold by: | Barnes & Noble |
Format: | eBook |
File size: | 4 MB |