Visual Communication and Technology Education Faculty Publications

Document Type

Article

Abstract

The purpose of the study was to understand student interaction and learning supported by a collaboratively social annotation tool — Diigo. The researcher examined through a case study how students participated and interacted when learning an online text with the social annotation tool — Diigo, and how they perceived their experience. The findings suggested that students participated actively in the collaborative learning activity and were engaged in a variety of behaviors including self-reflection, elaboration, internalization, and showing support. Although students generally had a moderately positive attitude toward using the social annotation tool for collaborative learning, a few problems were identified. In particular, students found it distracting to navigate through a large amount of annotation while reading the text. The study has implications for future research on using or developing social annotation tools for educational purposes.

Publisher's Statement

This article was published in Internet and Higher Education and the final version can be found here: http://www.sciencedirect.com/science/article/pii/S1096751612000802

Publication Date

4-2013

Publication Title

Internet and Higher Education

Volume

17

Start Page No.

76

End Page No.

83

Publisher

Elsevier

ISSN

1096-7516

DOI

10.1016/j.iheduc.2012.11.002

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