Anonymity in Collaboration Anonymous vs. Identifiable E-Peer Review in Writing Instruction
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Sprache:Englisch
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Beschreibung
Produktdetails
Einband
Taschenbuch
Erscheinungsdatum
09.08.2011
Verlag
Trafford PublishingSeitenzahl
180
Maße (L/B/H)
22.9/15.2/1 cm
Gewicht
270 g
Sprache
Englisch
ISBN
978-1-4269-8211-8
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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