SQAR: An Annotation-Based Study Process to Enhance the Learner’s Personal Learning

Mostefai, Belkacem; Azouaou, Faiçal; Balla, Amar

doi:10.1007/978-1-4614-1539-8_2

Cited by 2 publications

(1 citation statement)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In educational context, many scholars recommend using annotation as strategy of critical reading and learning skill that helps students to read expertly and to learn content area topics more deeply (Brown, 2007;Porter-O'Donnell, 2004;Zywica & Gomez, 2008). Recently, several works present online learning environments integrating annotation functionalities to help learners enhancing their personal learning experiences (Y.-C. Chen, Hwang, & Wang, 2012;C.-M. Chen, Chen, Hong, Liao, & Huang, 2012Gao, 2013;Glover, Xu, & Hardaker, 2007;Kalboussi, Mazhoud, Omheni, & Kacem, 2014;Lai, Tsai, & Yu, 2011;Mostefai, Azouaou, & Balla, 2012;Su, Yang, Hwang, & Zhang, 2010;Yueh, Teng, Lin, Wang, & Hu, 2012).…”

Section: Personality Markers In Annotationsmentioning

confidence: 99%

Recognition of Learner's Personality Traits through Digital Annotations in Distance Learning

Omheni

Kalboussi

Mazhoud

et al. 2017

International Journal of Distance Education Technologies

View full text Add to dashboard Cite

Researchers in distance education are interested in observing and modelling of learner's personality profile, and adapting their learning experiences accordingly. When learners read and interact with their reading materials, they do unselfconscious activities like annotation which may be key feature of their personalities. Annotation activity requires the reader to be active, to think critically and to analyse what has been written, and to make specific annotations in the margins of the text. These traces are reflected through underlining, highlighting, scribbling comments, summarizing, asking questions, expressing confusion or ambiguity, and evaluating the content of reading. In this paper, the authors present a semi-automatic approach to build learners' personality profiles based on their annotation traces yielded during active reading sessions. The experimental results show the system's efficiency to measure, with reasonable accuracy, the scores of learner's personality traits.

show abstract