January 2012 Volume 15 Number 1 - Educational Technology ...

Yu, F. Y. (2012). Any Effects of Different Levels of Online User Identity Revelation? Educational Technology & Society, 15(1),
64–77.
Any Effects of Different Levels of Online User Identity Revelation?
Fu-Yun Yu
Institute of Education, National Cheng Kung University, Tainan City 701, Taiwan // fuyun.ncku@gmail.com
ABSTRACT
This study examined the effects of different levels of identity revelation in relation to aspects most relevant to engaged
online learning activities. An online learning system supporting question-generation and peer-assessment was adopted.
Three 7 th grade classes (N=101) were assigned to three identity revelation modes (real-name, nickname and anonymity)
and observed for six weeks. A pretest-posttest quasi-experimental research design was adopted. Findings did not confirm
that different levels of identity revelation affected participants’ academic performance, nor led participants to view the
peer-assessment strategy, the interacting parties, interaction processes, or engaged activities in different ways.
Implications for generalizability of research findings and suggestions for teaching practices are offered.
Keywords
Anonymity, Computer mediated communication, Nickname, Peer assessment, Question generation
Introduction
According to the information processing theory, student question-generation may help students to reflect on received
information, and elaborate and transform that information into inter-connected forms. Additionally, from the
perspectives of constructivism and metacognition, question-generation may induce students into a habitual state of
constructing personally meaningful knowledge and employing various metacognitive strategies (Yu, Liu, & Chan,
2005). Empirically, the cognitive, affective and social benefits of student question-generation, such as the
enhancement of learners’ comprehension, cognitive strategies, metacognitive strategies, creative thinking, interest,
confidence and communicative process within groups have been asserted by numerous researchers (Abramovich &
Cho, 2006; Barlow & Cates, 2006; Brown & Walter, 2005; Fellenz, 2004; Whiten, 2004; Wilson, 2004; Yu, 2005; Yu
& Hung, 2006; Yu & Liu, 2005). Additionally, by revealing insight into students’ abilities in the subject content and
providing an accurate assessment of what learners are capable of accomplishing, student question-generation holds
benefits for the implementing teachers for its assessment value (Whiten, 2004).
While the theoretical and empirical bases support the student question-generation approach to teaching and learning,
the fact that most students have not experienced it during their formal course of study (Moses, Bjork, & Goldenberg,
1993; Vreman-de Olde & de Jong, 2004), and that students being introduced to student question-generation activities
expressed concerns regarding their ability to construct good questions, (Yu & Liu 2005) warrant serious attention. To
assist its adoption and diffusion in classrooms, the development of an online question-generation learning space with
several types and levels of support (i.e., peer-assessment and different identity revelation modes) has been the focus
of one research project since 2006.
Why student question-generation in online space?
As computer and telecommunication technologies converge, web-based learning systems present themselves as
promising learning tools for the 21 st century. There are several advantages to online learning activities beyond the
attributes that are frequently associated with computers (e.g., immense storage space, high processing speed,
multimedia appeal and capability, time- and space-independence). These include: the potential for socially active
learning, ease of information management from dispersed locations, flexible functionality, and customizable data
(Smaldino, Lowther, & Russell, 2007; Newby, et al., 2006).
It is evident that student question-generation activities implemented online offer several distinctive advantages.
Explicitly, construction of knowledge in the form of questions and answers and associated activities (e.g., discussion,
sharing and modeling) can be effectively and efficiently carried out in network-mediated space. Furthermore, all
artifacts produced during the process can be kept in a “learner portfolio” and made accessible easily for future
reference (e.g., different versions of generated questions, interactions between authors and assessors about generated
questions). Moreover, students can incorporate multimedia files (including graphics, animation, sound and video
clips) as part of their generated questions or feedback. Additionally, personalized automatic notifications can be used
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