Content and quantity of highlights and annotations predict learning from multiple digital texts

List, Alexandra; Lin, Chang-Jen

doi:10.1016/j.compedu.2023.104791

Cited by 8 publications

(9 citation statements)

References 67 publications

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“…Overall, participants liked Perusall, reflecting numerous previous studies on positive participant perceptions of social annotation tools (Li and Li, 2023; List and Lin, 2023; Kalir et al , 2020b; Miller et al , 2018). Participants overwhelmingly preferred using Perusall in small reading groups compared to individually.…”

Section: Discussionsupporting

confidence: 59%

“…Participants said that using Perusall helped their engagement with and understanding of the text. More specifically, participants said it was helpful seeing others’ thought processes and that engaging with peers on the readings positively impacted their own understanding (Adams and Wilson, 2022; Kalir, 2020a; Kalir et al , 2020b; List and Lin, 2023; Sigmon and Bodek, 2022). Participants valued the opportunity to construct meaning from text with their peers, reflecting how social annotation facilitates shared knowledge construction (Kalir, 2020b; Kalir et al , 2020b) and can be a useful tool for professional development for educators (Kalir, 2020a).…”

Section: Discussionmentioning

confidence: 99%

“…Lee and colleagues (2023) found annotated texts aided undergraduate chemistry students in identifying important information and helped them summarize their readings. List and Lin (2023) instructed undergraduate psychology students to annotate readings using specific strategies (e.g. highlighting relevant information and marking connected information across texts).…”

Section: Teaching For Student Engagement and Learningmentioning

confidence: 99%

“…One method for providing an interactive learning experience at a distance is using social reading annotation tools for reading assignments so students can engage with course readings and each other. Previous work has shown that social annotation tools have the capacity to increase time spent reading and deepen how students engage with text (Lee et al , 2023; Li et al , 2021; List and Lin, 2023), however, additional research is needed on how usage behaviors impact students’ satisfaction and perceived learning to provide guidance to educators on how to incorporate social annotation tools into their classrooms. The current study investigated 30 preservice special education teachers’ use and perceptions of the Perusall social annotation tool and its impact on their learning when used individually and in small reading groups.…”

Section: Introductionmentioning

confidence: 99%

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Evaluating a social annotation tool for engagement and learning with preservice special education teachers

Allen,

Randall

2023

ILS

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Purpose Empirical validation of educational technology is critical for best practice, particularly when courses are delivered online. This study aims to investigate the predictive relationship of usage behaviors on perceptions of 30 preservice special education teachers while reading in an online social annotation reading tool. Design/methodology/approach In this single-group quasi-experimental study, participants completed two readings in Perusall, once individually and once in small groups, then took a researcher-created survey after each reading. Descriptive data and paired sample t-tests were calculated. Predictive relationships between usage behaviors and survey results were analyzed with linear regression models. Findings Participants thought Perusall was useful for their learning and easier to use in small groups and that guided reading prompts were helpful. Usage behaviors did not significantly account for participant beliefs about Perusall. Instructors may wish to use guided reading prompts and small groups to maximize student learning and engagement. Originality/value This study addresses gaps in the literature (Suhre et al., 2019; Sun et al., 2023) by following one group of students over two semesters, using a commercially available tool, measuring actual usage behaviors and not solely student perceptions and analyzing instructor perceptions of the tool. The authors contribute further evidence that group-constructed knowledge is valuable for undergraduate learning (Kalir et al., 2020b). The authors also provide data-based suggestions for the use of social annotation tools that maximize student learning and engagement.

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Section: Discussionsupporting

confidence: 59%

Section: Discussionmentioning

confidence: 99%

Section: Teaching For Student Engagement and Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Evaluating a social annotation tool for engagement and learning with preservice special education teachers

Allen,

Randall

2023

ILS

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“…The research results revealed that the experimental group outperformed the comparison group in argumentative writing, suggesting the positive effect of the ASSQ approach in this regard. Given that the ASSQ approach was mediated by the social annotation tool, Diigo, and implemented in the flipped classroom context, its success should be explained collectively by the tool affordances for flipped learning activities, along with the scaffolding by Socratic questioning in the flipped classroom.Regarding the pre-class preparation activities within the ASSQenhanced flipped classroom, Diigo was helpful in facilitating the students' understanding of online texts when they tried to comprehend and highlight important information to form their stance, largely because such activities require active information-processing on the part of students(List & Lin, 2023). At a more specific level, the students were to highlight statistical information to support their points of view, which is viewed as an indication of one's ability to reason appropriately based on concrete evidence(Du & List, 2022), thereby facilitating their argumentative writing performance.…”

mentioning

confidence: 99%

Effects of an annotation‐supported Socratic questioning approach on students' argumentative writing performance and critical thinking skills in flipped language classrooms

Chang

Hung

Yang

2023

Computer Assisted Learning

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BackgroundCritical thinking and argumentative writing are considered complex but essential skills for learners. However, few studies have examined how instructions can be designed to optimize the development of such skills simultaneously. Contextualized in flipped language classrooms, this study aimed to develop an instructional innovation for English as a foreign language (EFL) learners.ObjectivesThis study investigated the effects of an annotation‐supported Socratic questioning (ASSQ) approach as a flipped classroom enhancement on students' argumentative writing and critical thinking in an EFL writing course.MethodsFifty students from two classes participated in the study, and they were randomly assigned to an experimental group and a comparison group. Following an 8‐week flipped learning curriculum, the experimental group learned with the proposed ASSQ approach in the enhanced flipped classroom, while the comparison group was exposed to the traditional flipped classroom. Students' argumentative writing performance was evaluated with their argumentative essays using a researcher‐developed writing rubric, and their critical thinking skills were assessed using the California Critical Thinking Skills Test.ResultsBoth groups significantly improved their argumentative writing, and the experimental group also significantly outperformed the comparison group after learning through the proposed approach. While the two groups had no significant difference in critical thinking skills, the within‐group comparison results revealed that the experimental group made significant improvements due to the instructional intervention.ImplicationsThe ASSQ approach could enhance the flipped classroom in regard to the teaching of argumentative writing, whereas it bears only limited impact on critical thinking. Overall, the positive effect of the proposed approach on enhancing English learners' argumentative writing performance was mainly attributed to the combined affordances of Socratic questioning and a social annotation tool to scaffold the students' thinking through verbal articulation, and to visualize their thinking with social annotations throughout the flipped learning process.

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Examining students’ help-seeking when learning from multiple texts

Lee,

List

2023

Contemporary Educational Psychology

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Content and quantity of highlights and annotations predict learning from multiple digital texts

Cited by 8 publications

References 67 publications

Evaluating a social annotation tool for engagement and learning with preservice special education teachers

Evaluating a social annotation tool for engagement and learning with preservice special education teachers

Effects of an annotation‐supported Socratic questioning approach on students' argumentative writing performance and critical thinking skills in flipped language classrooms

Examining students’ help-seeking when learning from multiple texts

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