ANONYMITY in COLLABORATION: Anonymous vs. Identifiable E-Peer Review in Writing Instruction
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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ability grouping ability in giving amount of critical analysis ANCOVA anonymous e-peer review anonymous group assessment system Assignment Author Response Sheet Blackboard Bostock course grade critical feedback critical peer feedback deindividuation dependent variable descriptive statistics Discussion e-peer feedback anonymously e-peer feedback identifiably e-peer review group e-peer review identifiably edited drafts Editor Worksheet effects of anonymity electronic communication evaluation FOCUS EDIT give and receive giving feedback group members group N higher levels hypotheses identifiable e-peer review identifiable group improve instructor interaction internal validity Kerr level of perceived MANOVA negative comments Nilson overall course scores participants peer assessment peer ratings peer review process peer review system perceived satisfaction pretest and posttest receive e-peer feedback research question reviewed draft sample satisfaction with peer semester social loafing student learning satisfaction student satisfaction student writing performance students doing anonymous Students who give Table validity writing instruction writing skills WSPT Zhao