Anonymity in Collaboration

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.