Anonymity in Blended Learning: Who Would You like to Be?
Journal of Educational Technology & Society Volume 14, Number 2, ISSN 1176-3647 e-ISSN 1176-3647
This paper examines the learning outcomes associated with implementing discussion forums and blog writings using pseudonyms in blended learning. Although anonymity or masking one's identity has been used as a teaching strategy designed to induce higher writing production and lowering anxiety in face-to-face writing instruction, little research has been reported investigating whether this strategy enhances learning outcomes in blended learning. This paper provides a research framework to clarify the position of anonymity in writing instruction. Through this, field-related research questions are identified. The study found that online writing assignments using pseudonyms can be an effective teaching strategy that induces higher online participation, especially among students who are hesitant to participate in a traditional classroom setting. In this anonymous context, students prefer gender-free pseudonyms, assuming no human identities online, in contrast to a previous research that considers pseudonyms as a form of expression of one's preferred identity. (Contains 6 tables and 2 figures.)
Miyazoe, T. & Anderson, T. (2011). Anonymity in Blended Learning: Who Would You like to Be?. Journal of Educational Technology & Society, 14(2), 175-187.
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"I'd be so much more comfortable posting anonymously": Identified versus anonymous participation in student discussion boards
Lynne Roberts & Camilla Rajah-Kanagasabai, Curtin University
Australasian Journal of Educational Technology Vol. 29, No. 5 (Nov 08, 2013)
Perspectives on the Use of “Anonymous” Discussion Forums in Undergraduate Education Courses / Perspectives sur l’usage des forums de discussion « partiellement anonymes » dans le cadre de cours universitaires de premier cycle en éducation
G Bowen, Robert Farmer, Nicole Arsenault & Nicole Arsenault, Mount Saint Vincent University
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 38, No. 2 (Jul 20, 2012)
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