Anonymity has been researched from different perspectives in Computer Supported
Collaborative Learning (CSCL), e.g., peer assessment, writing, debating, etc. Although some
negative implications have been found, positive findings are more abundant; for example, many
students prefer anonymity because it facilitates more equal participation. However, little is
known about what students prefer compared with what students do: Is their behaviour consistent
with their reported preferences? In this ...
Anonymity has been researched from different perspectives in Computer Supported
Collaborative Learning (CSCL), e.g., peer assessment, writing, debating, etc. Although some
negative implications have been found, positive findings are more abundant; for example, many
students prefer anonymity because it facilitates more equal participation. However, little is
known about what students prefer compared with what students do: Is their behaviour consistent
with their reported preferences? In this preliminary paper, we compare students’ opinions and
their actual technology-mediated conversations when collaborating in anonymous vs. identified
mode. The results indicate a more unproductive atmosphere in anonymous mode. In future
research, we propose new iterations of the modes of online collaboration to optimise the
potential benefits of anonymity.
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