NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ915666
Record Type: Journal
Publication Date: 2011-Jun
Pages: 14
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0959-4752
Anonymity in Classroom Voting and Debating
Ainsworth, Shaaron; Gelmini-Hornsby, Giulia; Threapleton, Kate; Crook, Charles; O'Malley, Claire; Buda, Marie
Learning and Instruction, v21 n3 p365-378 Jun 2011
The advent of networked environments into the classroom is changing classroom debates in many ways. This article addresses one key attribute of these environments, namely anonymity, to explore its consequences for co-present adolescents anonymous, by virtue of the computer system, to peers not to teachers. Three studies with 16-17 year-olds used a vote-debate-vote scenario to explore in Study 1 (N = 59) anonymous, public or private voting with public oral debate; Study 2 (N = 79) anonymous, public or private voting with public written debate; and Study 3 (N = 84) anonymous or public voting and debating. Students were more likely to change their views after debate and show less convergence to group norms if voting anonymously. However, anonymous debate created an increased amount of off-task behaviour, but only at the beginning of the lesson. In general, anonymity was found to bring positive benefits to classroom argumentation. (Contains 3 figures and 8 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A