In a complex task such as creating a website for learning, instructors may want to support the generation of multiple solutions in learners' peer feedback. Anonymity may create a social context where learners feel freer to express varied ideas, and make the task of giving feedback less inhibited. However, teachers need to know just how anonymity impacts the learning dynamic in order to make informed choices about when anonymous configurations are appropriate in peer feedback. 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.

Anonymity would be very useful in this class because it allows students to express their point of view without feeling that they will be judged by their classmates.

Anonymity impacts the learning

In the educational field, students are not only focused on learning the curricular contents taught by teachers, but the social part where they create friendships with each other is also involved.

When a student has to make constructive criticism of another classmate, it often does not think about whether the work it did but how its criticism can affect the friendship it has with the person, which interferes to express an objective opinion.

If teachers implement anonymity in the feedback process, they will find more extensive opinions and criticisms in the learning process.

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