ANONYMITY in COLLABORATION: Anonymous vs. Identifiable E-Peer Review in Writing Instruction

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Trafford Publishing, Aug 11, 2011 - Juvenile Nonfiction - 180 pages
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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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Contents

CHAPTER I
1
CHAPTER II
12
CHAPTER III
35
CHAPTER IV
50
CHAPTER V
82
CONCLUSIONS
103
APPENDIX A
105
APPENDIX B
111
APPENDIX D
119
APPENDIX E
121
APPENDIX F
123
APPENDIX G
137
REFERENCES
139
INDEX
149
Epilogue
155
ABOUT THE AUTHOR
157

APPENDIX C
117

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