The Study

In this article, Associate Professor Yong Zhao explores the effects of anonymity on collaborative learning among students. He reports findings from two studies that systematically examined consequences of anonymity as a way to enhance the critical nature of peer reviews.

Findings

Zhao notes that anonymity has rarely been considered an important issue in educational research "because most educational activities have been conducted in face-to-face situationsÉ" But the advent of computer networks and e-mail has made anonymity possible. The studies involved two college classes-one in teacher education and the other in Spanish. The subjects in both studies were asked to review and evaluate each otherÕs writing under two conditions: anonymous and identifiable. What Zhao found from both studies was that anonymity was a "double-edged sword" in collaborative learning. Although it allowed students to be more critical, it led them to work less. Zhao also found that the participants were able to focus more on the journals when providing feedback anonymously than identifiably. The reviews provided in the anonymous condition were also judged more critical by recipients than those made in the identifiable condition. However, the reviews provided anonymously were considered less helpful and of lower quality than those produced identifiably. The findings are not surprising, Zhao concludes, "since the reason that anonymity can help individuals to be more critical is that it frees them from social pressure. In other words, individuals can act without being concerned about either the benefit or harmful consequences of their behaviors. But while it releases people from social constraints, it also reduces oneÕs sense of social obligation and responsibility. Consequently, people can act more freely when their identities are unknown. These less constrained behaviors can be positive as well as negative. In this case, at the same time the participants became more critical, they tended to work lessÉ One of the most important implications the study has is the question that emerged from its finding: How can we minimize the negative consequences while preserving the positive effects of anonymity?"

What It Means To You

With the advent of e-mail and the growth of peer review and discussion groups (book clubs, etc.) in K-12 classrooms, anonymity may be a tool educators will want to incorporate in the future. ZhaoÕs research points out that anonymity comes with benefits and pitfalls. Care should be taken to mitigate the negative effects.

For More Information

Zhao, Y. (1998). The effects of anonymity on computer-mediated peer review. International Journal of Educational Telecommunications, 4(4), 311-345.

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