Date of Award
Doctor of Philosophy (PhD)
Urban Services - Urban Education
Dwight W. Allen
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.
"A Comparison of Anonymous E-Peer Review Versus Identifiable E-Peer Review on College Student Writing Performance and Learning Satisfaction"
(2005). Doctor of Philosophy (PhD), Dissertation, , Old Dominion University, DOI: 10.25777/tmqy-e946