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Using Social Annotation Tools to Foster Collaborative Learning
PROCEEDINGS

, Ohio University, United States ; , Bowling Green State University, United States ; , Ohio University, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

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, how to integrate it into educational settings has not been fully studied. This study aims at introducing and exploring three different ways of incorporating SA-based activities into an online course: (a) peer review; (b) annotated discussion; and (c) collaborative reading. Students participated all three SA-based activities and took a survey at the end reporting the effectiveness of these activities. In this proposal we reported the initial findings of student participation in the three collaborative learning activities.

Citation

Luo, T., Gao, F. & Sun, Y. (2013). Using Social Annotation Tools to Foster Collaborative Learning. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 3284-3287). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 15, 2019 from .

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