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The growing ubiquity of the internet has attracted various studies on the various issues concerning online communities for education. These studies assume that systems characteristics do not play any major role in the behaviours exhibited in such online spaces. Consequently, they focus on group impetus and personality traits of members. Further, the role of anonymity in feedback provision in online communities for education is inconclusive. The purpose of this paper is to develop and test a model that explains learners’ feedback provision in online learning communities. The model includes anonymity and relevant system characteristics such as system quality and information quality. Survey data analysed using partial least squares structural equation modelling and revealed two main findings. First, the higher the assurance of anonymity for learners on online learning, the better their system credibility and quality. Second, system characteristics such as aesthetics and perceived system quality predict feedback provision. The implications to research and practice are discussed.

Anonymity, Systems Characteristics, and Feedback Provision in Online Learning Communities