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.
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
Gao, Fei, "Case Study of Using a Social Annotation Tool to Support Collaboratively Learning" (2013). Visual Communication and Technology Education Faculty Publications. 21.
Internet and Higher Education
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