Anonymity in Classroom Voting and Debating

Autor/inn/en	Ainsworth, Shaaron; Gelmini-Hornsby, Giulia; Threapleton, Kate; Crook, Charles; O'Malley, Claire; Buda, Marie
Titel	Anonymity in Classroom Voting and Debating
Quelle	In: Learning and Instruction, 21 (2011) 3, S.365-378 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2010.05.001
Schlagwörter	Voting; Debate; Classroom Environment; Computer Networks; Secondary School Students; Student Attitudes; Persuasive Discourse; Peer Relationship; Privacy + Suchen Sie Ihr Suchwort? Abstimmung; Debating; Streitgespräch; Klassenklima; Unterrichtsklima; Computernetz; Computernetze; Kommunikationsnetz; Sekundarschüler; Schülerverhalten; Persuasion; Persuasive Kommunikation; Peer-Beziehungen; Privatsphäre
Abstract	The advent of networked environments into the classroom is changing classroom debates in many ways. This article addresses one key attribute of these environments, namely anonymity, to explore its consequences for co-present adolescents anonymous, by virtue of the computer system, to peers not to teachers. Three studies with 16-17 year-olds used a vote-debate-vote scenario to explore in Study 1 (N = 59) anonymous, public or private voting with public oral debate; Study 2 (N = 79) anonymous, public or private voting with public written debate; and Study 3 (N = 84) anonymous or public voting and debating. Students were more likely to change their views after debate and show less convergence to group norms if voting anonymously. However, anonymous debate created an increased amount of off-task behaviour, but only at the beginning of the lesson. In general, anonymity was found to bring positive benefits to classroom argumentation. (Contains 3 figures and 8 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10