Abstract

There is a considerable body of research that examines pseudonymity in various, social, online contexts. Pseudonymous interactions offer potential for enhanced confidence, disinhibition, and self-presentational exploration. These same features, however, may lead users to perceive pseudonymous interactions as less honest and less trustworthy. All of which have potential implications for education. In our research, 150 undergraduate students in courses with compulsory online discussions were offered self-presentation options including the use of real or constructed names and real or constructed images. Pre and post-test questionnaires were used to evaluate how and why students choose to represent themselves when given a choice, the effect of these choices on the formation of impressions of their group, as well as their impact on learning. Results suggest that students were generally motivated by a desire to be honest, but that this was manifested in different self-presentational strategies. Self-presentation was related to grades, but not perceived learning. Ways to improve pseudonymous online discussions are considered.