The Impact of Collaborative Online Reading on Summarizing Skills
David Passig, Jenny Maidel-Kravetsky
Education and Information Technologies Volume 21, Number 3, ISSN 1360-2357
The aim of this study was to determine whether, as a result of collaborative-online reading of a chapter from a book of an academic nature, the quality of the collaborative summary that the readers would write would be higher than that written by readers who would both read the same chapter and write a summary in a face-to-face setting. In this study we examined the difference between the summaries written by participants from two groups, each group was divided into subgroups of 3 participants who had read collaboratively a chapter of a book, and collaborated on writing a summary. The participants of the experimental group read the chapter as it appeared in a website for collaborative reading built especially for this study and the participants were asked to summarize the chapter on a shared online digital document. The participants of the control group were asked to read the chapter face-to-face and to collaboratively summarize it in hand writing. The quality of the summaries was evaluated with a tool developed by Rivard (2001). This tool was developed to measure the quality of the summaries. In our study the main and secondary ideas that were supposed to be included in the participants' summaries were identified by three literature teachers using ten different criteria and the summaries were analyzed by two other judges based on these criteria. The findings indicated that there were significant differences in the majority of the writing indicators being measured with the tool. The findings indicated that collaborative-online reading and writing produce a summary of a higher quality than one read and hand written collaboratively face-to-face.
Passig, D. & Maidel-Kravetsky, J. (2016). The Impact of Collaborative Online Reading on Summarizing Skills. Education and Information Technologies, 21(3), 531-543. Retrieved March 21, 2023 from https://www.learntechlib.org/p/175862/.
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.