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Effects of anonymity in group discussion on peer interaction and learning achievement / Bin-Shyan Jong in IEEE transactions on education, Vol. 56 N° 3 (Août 2013) 

Public ISBD [article]  in IEEE transactions on education > Vol. 56 N° 3 (Août 2013) . - pp. 292 - 299 Titre : Effects of anonymity in group discussion on peer interaction and learning achievement Type de document : texte imprimé Auteurs : Bin-Shyan Jong, Auteur ; Chien-Hung Lai, Auteur ; Yen-Teh Hsia, Auteur Année de publication : 2015 Article en page(s) : pp. 292 - 299 Note générale : Education Langues : Anglais (eng) Mots-clés : Collaborative  learning  Computer-mediated  communication  Group  learning  Interactive  learning  environments  Learning  strategies  Peer  interaction Résumé : When students learn collaboratively, they generally learn better when they complement one another in knowledge. Both cooperative and collaborative learning strategies involve group discussions. However, when group members meet face to face, they may be influenced by interpersonal relationships and peer pressure, which can cause group members to interact in less desirable ways. The purpose of this study is to investigate whether peers engaged in group discussions for the purpose of collaborative learning interact differently in face-to-face or anonymous conditions. The study examines how peers assess one another, to identify group interaction patterns. Different interaction patterns may result in different learning achievements, and this study shows that anonymous group discussions tend to generate better results. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6329381&sortType%3Das [...] [article] Effects of anonymity in group discussion on peer interaction and learning achievement [texte imprimé] / Bin-Shyan Jong, Auteur ; Chien-Hung Lai, Auteur ; Yen-Teh Hsia, Auteur . - 2015 . - pp. 292 - 299. Education Langues : Anglais (eng) in IEEE transactions on education > Vol. 56 N° 3 (Août 2013) . - pp. 292 - 299 Mots-clés : Collaborative  learning  Computer-mediated  communication  Group  learning  Interactive  learning  environments  Learning  strategies  Peer  interaction Résumé : When students learn collaboratively, they generally learn better when they complement one another in knowledge. Both cooperative and collaborative learning strategies involve group discussions. However, when group members meet face to face, they may be influenced by interpersonal relationships and peer pressure, which can cause group members to interact in less desirable ways. The purpose of this study is to investigate whether peers engaged in group discussions for the purpose of collaborative learning interact differently in face-to-face or anonymous conditions. The study examines how peers assess one another, to identify group interaction patterns. Different interaction patterns may result in different learning achievements, and this study shows that anonymous group discussions tend to generate better results. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6329381&sortType%3Das [...]