"When I Saw My Peers Annotating": Student Perceptions of Social Annotation for Learning in Multiple Courses

Autor/inn/en	Kalir, Jeremiah Holden; Morales, Esteban; Fleerackers, Alice; Alperin, Juan Pablo
Titel	"When I Saw My Peers Annotating": Student Perceptions of Social Annotation for Learning in Multiple Courses
Quelle	In: Information and Learning Sciences, 121 (2020) 3-4, S.207-230 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2398-5348
DOI	10.1108/ILS-12-2019-0128
Schlagwörter	Documentation; Student Attitudes; Collaborative Writing; Educational Technology; Undergraduate Students; Foreign Countries; Sense of Community; Computer Mediated Communication; Comprehension; Learner Engagement; Peer Relationship; Canada + Suchen Sie Ihr Suchwort? Dokumentation; Schülerverhalten; Unterrichtsmedien; Ausland; Computerkonferenz; Verstehen; Verständnis; Peer-Beziehungen; Kanada
Abstract	Purpose: Social annotation (SA) is a genre of learning technology that enables the annotation of digital resources for information sharing, social interaction and knowledge production. This study aims to examine the perceived value of SA as contributing to learning in multiple undergraduate courses. Design/methodology/approach: In total, 59 students in 3 upper-level undergraduate courses at a Canadian university participated in SA-enabled learning activities during the winter 2019 semester. A survey was administered to measure how SA contributed to students' perceptions of learning and sense of community. Findings: A majority of students reported that SA supported their learning despite differences in course subject, how SA was incorporated and encouraged and how widely SA was used during course activities. While findings of the perceived value of SA as contributing to the course community were mixed, students reported that peer annotations aided comprehension of course content, confirmation of ideas and engagement with diverse perspectives. Research limitations/implications: Studies about the relationships among SA, learning and student perception should continue to engage learners from multiple courses and from multiple disciplines, with indicators of perception measured using reliable instrumentation. Practical implications: Researchers and faculty should carefully consider how the technical, instructional and social aspects of SA may be used to enable course-specific, personal and peer-supported learning. Originality/value: This study found a greater variance in how undergraduate students perceived SA as contributing to the course community. Most students also perceived their own and peer annotations as productively contributing to learning. This study offers a more complete view of social factors that affect how SA is perceived by undergraduate students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01