Online Teaching: Encouraging Collaboration through Anonymity

Andrea Chester · Gillian Gwynne

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Online and Blended Learning Digital Communication and Language Communication in Education and Healthcare

Abstract

This paper describes our experience as tertiary teachers (and learners) in cyberspace. A brief evaluation of the literature on computer-mediated communication (CMC) is presented, together with a review of the major theoretical positions explaining online interaction. The filtered-cues and social information processing perspectives are compared in the light of more recent formulations of the hyperpersonal. With a desire to facilitate and critically evaluate a hyperpersonal learning context or online learning community, we developed a range of strategies including the use of aliases. The subject is described together with our observations of the benefits and disadvantages of pseudonymity for education.

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1997Life on the Screen: Identity in the Age of the Internet 1984Social psychological aspects of computer-mediated communication.1991Computer-mediated communication, de-individuation and group decision-making 1996Nattering on the Net 1985Effects of time limits and task types on task performance and interaction of four-person groups.1985Effects of time limits and task types on task performance and interaction of four-person groups.1997Nattering on the net. Women, power and cyberspace

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2015"This is a Throwaway Account"2000Communication within on-line forums: the opportunities, the constraints and the value of a communicative approach 2017Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills 2010Anonymity to Promote Peer Feedback: Pre-Service Teachers' Comments in Asynchronous Computer-Mediated Communication 2001Online Role-Play: Anonymity, Engagement and Risk 2013Power distance in online learning: Experience of Chinese learners in U.S. higher education

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