Effects of Anonymous e-Peer Feedback vs. Identifiable Member e-Peer Feedback on College Student Writing Performance
Lu Ruiling, Han Liu, Zhongtang Ren, Dwight Allen, Old Dominion University, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose of this study is to examine the effects of anonymous e-peer feedback (peer feedback in electronic format) on college students' writing performance in comparison with identifiable member e-peer feedback with the assumption that anonymity can overcome the biased peer feedback caused by friendship, gender, race, or personal preferences. We will also investigate student attitudes towards the two different delivery modes of peer feedback, and whether such attitudes affect the level of their satisfaction towards the course, the subject matter, and their learning experiences. Two English Composition classes at Old Dominion University with twenty-four undergraduate students each were randomly assigned to the experimental group and a control group. The experimental group receives and gives peer feedback anonymously and randomly, while the control group gives and receives peer feedback among group members.
Ruiling, L., Liu, H., Ren, Z. & Allen, D. (2004). Effects of Anonymous e-Peer Feedback vs. Identifiable Member e-Peer Feedback on College Student Writing Performance. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 676-680). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE).