Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3326
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dc.contributor.authorDavis, Sarah
dc.date.accessioned2019-07-20T23:49:31Z
dc.date.accessioned2020-01-09T18:38:03Z-
dc.date.available2019-07-20T23:49:31Z
dc.date.available2020-01-09T18:38:03Z-
dc.date.issued2007-07
dc.identifier.citationDavis, S. (2007). Impact of Anonymity of Input in Next-Generation Classroom Networks. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 1 (pp. 162-164). New Brunswick, NJ, USA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2007.162
dc.identifier.urihttps://repository.isls.org//handle/1/3326-
dc.description.abstractThis project looked at anonymity of input across a series of classroom activities seeking to answer three research questions. First, did activity type influence students' use of anonymity? Second, did activity type influence students' perception of the utility of anonymity? Finally, did student statements about the use and utility of anonymity match their actions? Analysis of the digital artifacts revealed no significant differences for use of names by activity or gender. Females more frequently made comments about wanting to be confident of their answers before they would attach their names. Males much more frequently expressed that anonymity was not important to them. Yet the use of names by the two groups across activities was virtually identical. Both groups had a use of names across all activities of approximately 60%.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleImpact of Anonymity of Input in Next-Generation Classroom Networksen_US
dc.typePapersen_US
Appears in Collections:CSCL 2007

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