Anonymity in classroom voting and debating |
| |
| Authors: | Shaaron Ainsworth Giulia Gelmini-HornsbyKate Threapleton Charles CrookClaire O’Malley Marie Buda |
| |
| Institution: | School of Psychology and Learning Sciences Research Institute, University of Nottingham, University Park, Nottingham NG72RD, UK |
| |
| Abstract: | The advent of networked environments into the classroom is changing classroom debates in many ways. This article addresses one key attribute of these environments, namely anonymity, to explore its consequences for co-present adolescents anonymous, by virtue of the computer system, to peers not to teachers. Three studies with 16-17 year-olds used a vote-debate-vote scenario to explore in Study 1 (N = 59) anonymous, public or private voting with public oral debate; Study 2 (N = 79) anonymous, public or private voting with public written debate; and Study 3 (N = 84) anonymous or public voting and debating. Students were more likely to change their views after debate and show less convergence to group norms if voting anonymously. However, anonymous debate created an increased amount of off-task behaviour, but only at the beginning of the lesson. In general, anonymity was found to bring positive benefits to classroom argumentation. |
| |
| Keywords: | Anonymity Argumentation Computer-supported collaborative learning Group processes SIDE theory |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
