The role of social annotation in facilitating collaborative inquiry-based learning

Chan, Jackie W. W.; Pow, Jacky

doi:10.1016/j.compedu.2019.103787

Cited by 48 publications

(23 citation statements)

References 28 publications

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“…Together with other studies (Chan and Pow, 2020), the literature shows social annotation provides unique affordances for students to organize information and ideas to support argumentation, collaborative inquiry, and knowledge construction.…”

Section: Supporting Argumentation Inquiry and Knowledge Constructionmentioning

confidence: 84%

“…Web annotation is used to support learner sensemaking of domain-specific knowledge in both K-12 (Jan et al , 2016) and higher education (Chan and Pow, 2020). With Web annotation tools, learners annotate online texts, discuss with each other, and connect the texts with prior knowledge for deeper understanding.…”

Section: Using Web Annotation In Classroomsmentioning

confidence: 99%

“…In other cases, learner engagement needs to be purposefully scaffolded by providing prompt questions, reading strategies, attention guidance and gamification techniques (Chan and Pow, 2020; Chen et al , 2020; Eryilmaz et al , 2014; Tseng and Yeh, 2018). Instructors can guide learners’ attention to challenging concepts by altering the font size or embedding high quality annotations (Eryilmaz et al , 2013; Miller et al , 2016).…”

Section: Practical Recommendationsmentioning

confidence: 99%

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Reading and connecting: using social annotation in online classes

Zhu

Chen

Avadhanam

et al. 2020

ILS

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Purpose The COVID-19 pandemic has forced many instructors to rapidly shift to online/distance teaching. With a narrow preparation window, many instructors are at a loss of strategies that are both effective in responding to the crisis and compatible with their professional practices. One urgent need in classrooms at all levels is to support social reading of course materials. To fulfill this need, this paper aims to present a systematic literature review on using Web annotation in K-12 and higher education to provide practical and evidence-based recommendations for educators to incorporate social annotation in online teaching. Design/methodology/approach This paper presents a systematic literature review of the use of Web annotation in formal education. The authors reviewed 39 articles that met the inclusion criteria and extracted the following information from each article: level of education, subject area, learning theory, learning activity design, Web annotation technology, research methods and learning outcomes. Studies were further analyzed and synthesized by the genre of learning activity design. Findings The authors identified five types of social annotation activity design: processing domain-specific knowledge, supporting argumentation and inquiry, improving literacy skills, supporting instructor and peer assessment and connecting online learning spaces. In addition, the authors developed practical recommendations on setting pedagogical goals, selecting annotation tools, deciding instructor involvement and developing evaluation strategies. Originality/value This study provides a timely response to online/distance teaching under the COVID-19 pandemic. It is a hope that these identified application areas, in combination with four practical recommendations, would provide pragmatic and evidence-based support for educators to engage learners in reading, learning and connecting.

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Section: Supporting Argumentation Inquiry and Knowledge Constructionmentioning

confidence: 84%

Section: Using Web Annotation In Classroomsmentioning

confidence: 99%

Section: Practical Recommendationsmentioning

confidence: 99%

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Reading and connecting: using social annotation in online classes

Zhu

Chen

Avadhanam

et al. 2020

ILS

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“…SA affords contextualized discussion as peer-to-peer dialogue is “anchored” to a source text ( Gao, Zhang, and Franklin 2013 ), in contrast to conventional online discussion forums, which are distal from learners’ texts. Anchored online discussion helps learners acquire discipline-specific terminology and methods ( Kararo and McCartney 2019 ), collaborate with peers ( Chan and Pow 2020 ), and engage in public discourse ( Kalir and Garcia 2019 ; Marshall and Brush 2004 ). SA is an alternative approach to online discussion forums as anchored dialogue enables learners to engage in proximal, meaningful conversation with texts and peers ( Plevinski, Weible, and Deschryver 2017 ).…”

Section: Sa Collaboration and Kcmentioning

confidence: 99%

“…Online discussion allows students to converse about topics pertinent to course content ( Loncar, Barrett, and Liu 2014 ), is often asynchronous ( Sheail 2018 ), and encourages learners’ participation at their own pace. Asynchronous online discussion is a tenet of social learning in digital environments ( Hill, Song, and West 2009 ) with research indicating such discourse enables social and collaborative learning ( Chan and Pow 2020 ; Hambacher, Ginn, and Slater 2018 ; McMahon 1997 ).…”

Section: Introductionmentioning

confidence: 99%

Using social annotation to construct knowledge with others: A case study across undergraduate courses

et al. 2022

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Background: Social annotation (SA) is a genre of learning technology that enables the addition of digital notes to shared texts and affords contextualized peer-to-peer online discussion. A small body of literature examines how SA, as asynchronous online discussion, can contribute to students’ knowledge construction (KC)—or a process whereby learners collaborate through shared socio-cognitive practices. This case study analyzed how SA enabled student participation in seven KC activities, such as interpretation and elaboration. Methods: We analyzed 2,121 annotations written by 59 students in three undergraduate courses at a Canadian University in the Winter 2019 semester. Using a method of open coding and constant comparison, we coded each annotation for evidence of KC activities. Results: Results showed a range of KC activities in students’ SA. Across courses, interpretation was the most common KC activity (40%), followed by elaboration (20%). Annotations that were part of peer-to-peer discussion included all seven types of KC activities, but some activities, such as consensus building, support, and conflict, were almost exclusively found in replies to others. Conclusions: This study suggests that SA is a productive form of online learning through which undergraduate students in multiple disciplinary contexts can interact with peers, make sense of academic content, and construct knowledge by reading and writing together.

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