Anonymously Productive and Socially Engaged While Learning at Work

Autor/in	Magni, Luca
Titel	Anonymously Productive and Socially Engaged While Learning at Work
Quelle	In: Interactive Learning Environments, 24 (2016) 1, S.68-84 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2013.817439
Schlagwörter	Workplace Learning; Learner Engagement; Productivity; Computer Mediated Communication; Medical Services; Business; Foreign Countries; Privacy; Confidentiality; College Graduates; Entry Workers; Cooperation; Employees; Social Networks; Network Analysis; Questionnaires; Workshops; Interpersonal Communication; Qualitative Research; Group Behavior; Italy + Suchen Sie Ihr Suchwort? Produktivität; Computerkonferenz; Arzt; Business studies; Wirtschaft; Betriebswirtschaft; Ausland; Privatsphäre; Hochschulabsolvent; Hochschulabsolventin; Co-operation; Kooperation; Employee; Arbeitnehmer; Beschäftigter; Social network; Soziales Netzwerk; Netzplantechnik; Fragebogen; Lernwerkstatt; Schulung; Interpersonale Kommunikation; Qualitative Forschung; Gruppenverhalten; Italien
Abstract	Many concurrent variables appear to influence people when they interact anonymously, either face-to-face (F2F) or in computer-mediated communications (CMC).This paper presents the results of a small exploratory research, conducted in a medical company in Italy, to investigate how the use of pseudonyms influences CMC behaviours. The study involved 32 newly hired or about-to-be hired graduates. Outcomes from this study show that, in the given organizational context, the use of pseudonyms in CMC produced more exchanges, higher verbosity and greater group collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01