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Effects of Different Identity Revelation Modes on Perceptions in an Online Student- Generated Questions Learning Environment
PROCEEDINGS

, National Cheng Kung University, Taiwan

EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The focus of the study is to examine the effects of real-identity, created identity and anonymity on the perceptual impressions of participants toward their interacting parties and process in a computer supported collaborative learning environment. A learning system that allows students to contribute to and benefit from the process of question generation and peers’ feedback was adopted to allow a total of 101 7th graders to participate. Results from the pretest-posttest experimental research design did not find different identity revelation modes leading to participants viewing their online interacting parties, or the interaction process differently. Suggestions for instructional implementation are provided.

Citation

Yu, F.Y. (2010). Effects of Different Identity Revelation Modes on Perceptions in an Online Student- Generated Questions Learning Environment. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 732-736). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 20, 2019 from .