Original Source Material Student Version While solitary negative reactions or unjustified suggestions for change have the potent
ial to dissipate discourse rather than build it, the pattern analysis shows that the anonymous condition seemed to provide a safe explorative space for learners to try out more reasons for their multiple solutions. Teachers will rarely give anonymous feedback, but the experience of giving anonymous feedback may open a social space where learners can try out the reasons for their suggestions. References: Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: Pre-service teachers' comments in asynchronous computer-mediated communication. Journal of Educational Computing Research, 43(1), 89-112. In their study of anonymity in an online peer feedback activity, the authors found that, under conditions of anonymity, learners seemed more inclined to provide reasons to back up their suggestions (Howard, Barrett, & Frick, 2010). Getting both suggestions and the reasons for the suggestions would be welcome in feedback I receive from peers or my instructors. Seeing the reasons would help me know that the suggestions have been thought through (even if I don't always agree with them). References: Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: Pre-service teachers' comments in asynchronous computer-mediated communication. Journal of Educational Computing Research, 43(1), 89-112. Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism Hints
