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Article
Examining Student Participation in Three Learning Activities Supported by Social Annotation Tools
Journal of Educational Technology Development and Exchange
  • Tian Luo, Ohio University - Main Campus
  • Fei Gao, Bowling Green State University - Main Campus
  • Kathryn S Hoff, Bowling Green State University - Main Campus
Document Type
Article
Abstract

Social annotation (SA) allows learners to highlight and comment on Web pages and share annotations with each other online. Despite its potential in promoting collaborative learning, examining how to integrate it into educational settings has not been fully studied. The purpose of the study is to examine student participation in three different SA-based online activities: (1) peer review, (2) annotated discussion, and (3) collaborative reading. Students participated in all three SA-based activities and took a survey at the end reporting the effectiveness of these activities. The analysis of students’ annotations and their survey responses suggested that although participants perceived the use of SA tools in all the three activities to be relatively effective, their levels of participation in the three activities varied greatly. The authors discuss the pros and cons of using SA in each of the activities based on the findings. Suggestions for future use and development of SA tools are also provided

Publisher's Statement
This article appeared in the Journal of Educational Technology Development and Exchange. A full version of this article can be found here: http://www.sicet.org/journals/jetde/jetde13(2)/5.pdf
Publication Date
1-1-2013
Publisher
Society of International Chinese in Educational Technology
ISSN
1941-8035
Citation Information
Tian Luo, Fei Gao and Kathryn S Hoff. "Examining Student Participation in Three Learning Activities Supported by Social Annotation Tools" Journal of Educational Technology Development and Exchange Vol. 6 Iss. 2 (2013) p. 53 - 68
Available at: http://works.bepress.com/gaof/6/