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ERIC Number: EJ930238
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1436-4522
Anonymity in Blended Learning: Who Would You like to Be?
Miyazoe, Terumi; Anderson, Terry
Educational Technology & Society, v14 n2 p175-187 2011
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.)
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A