Student preferences and behaviour in anonymous collaborative learning

Abstract

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.