Comparative Content Analysis of Online Learning: Pseudonyms Versus Real Names

• In Event: Instructional Technology SIG: Blogging, Pseudonyms, and Academic Emotions

Abstract

The purpose of this research is to compare the instructional affordances of real name and pseudonyms in computer mediated online discussions (such as on Facebook™). While the limited literature on anonymity has shown that polarization is one possible effect of anonymity in a non-educational setting, there are many other possible educational effects, such as, increased participation, increased risk taking, flaming, and position testing. This study employed two content analyses, one for the discussion using pseudonyms and one for the discussion using real names. The results from the two content analyses are compared to gain insight into the affordances of anonymity in online discussions.

Authors

• Benedict Lai, University of Connecticut

• Stephen Slota, University of Connecticut

• Michael F. Young, University of Connecticut