Date of Award

Spring 2005

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Program/Concentration

Urban Services - Urban Education

Committee Director

Dwight W. Allen

Committee Member

Linda Bol

Committee Member

Charlene Fleener

Abstract

The purpose of this study was to compare the effects of anonymous e-peer review with identifiable e-peer review on student writing performance and learning satisfaction. It also investigated whether anonymous e-peer review facilitated a greater amount of critical peer feedback.

Quasi-experimental design was used to test group differences on the dependent variables. Participants were 48 freshmen enrolled in two English Composition classes at Old Dominion University in the fall semester of 2003. The two intact classes taught by the same instructor were randomly assigned to the anonymous e-peer review group and the identifiable e-peer review group.

The results showed that students in the anonymous e-peer review group outperformed their counterparts in the identifiable e-peer review group on writing performance; students in the anonymous e-peer review group provided a greater amount of critical feedback and lower ratings on their peers' writing. No significant differences between the anonymous e-peer review group and the identifiable e-peer review group were found on student learning satisfaction.

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DOI

10.25777/tmqy-e946

ISBN

9780542157486

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