The effects of anonymity on critical feedback in computer-mediated collaborative learning
This study explored the effects of anonymity on collaborative learning within the context of electronic communication. Specifically, it systematically examined the psychological and behavioral consequences of anonymity as a way to enhance criticalness in student peer reviews.
Education, Teacher Training, Education, Technology of, Education, Curriculum and Instruction
University of Illinois - Urbana-Champaign
Networked Digital Library of Theses and Dissertations
University of Illinois at Urbana-Champaign