Abstract :
This study focuses on mitigating evaluation apprehension, which is usually
unavoidable in identifiable social situations, via the constructive use of prominent
features of networked technologies. Specifically, this study investigated
learners’ attitudes towards different user-identity revelation modes, namely,
real-identity, anonymity and created-identity, in an online questionconstruction
and peer-assessment context. Forty university freshmen, taking a
physics laboratory course, participated for one semester in 2007. A learning
system called The Question Authoring and Reasoning Knowledge System
which allowed students to contribute and benefit from cyclic process of constructing
and reviewing questions, was devised. Analysis of the data gathered
found that students reacted statistically differently to the modes of real name,
anonymity and nickname. Furthermore, participating students adjusted their
preferred mode in different roles and circumstances. The data obtained suggest
that program developers should embed flexible and versatile capabilities of
computer and communication technologies by allowing individuals the opportunity
not to be identified or only be identified via a nickname of their choice,
so as to help eliminate feelings of embarrassment and uneasiness, which are
not psychologically sound and may hinder the learning process.
