A novel approach for enhancing student reading comprehension and assisting teacher assessment of literacy

Chen, Junming; Chen, Meng-Chang; Sun, Yeali S.

doi:10.1016/j.compedu.2010.06.011

Cited by 41 publications

(26 citation statements)

References 43 publications

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“…We agree with Chen et al (2010), who state that tags can facilitate the development of a learning community by building a collective identity among users. When clicking on a document or a tag, learners have access to its details (see Fig.…”

Section: Visualisation Of Tag-documents and Tag-users Relationshipsmentioning

confidence: 82%

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The design of TaCS: applying social tagging to enhance learning

Lavoué

2012

IJLT

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Abstract:We describe a web-based educational platform relying on the use of tags as learning resources in a social context. Tags are user-generated keywords used to organise and improve access to online information resources. Social tagging refers to the practice of labeling or categorising resources in a shared online environment. Our platform, named TaCS (Tag-based Collaborative System), is a first attempt at implementing a recent theoretical framework specific to social tagging that defines learning and knowledge building as a co-evolution of cognitive and social systems. Within this framework, design choices have been made to support individual, social and collaborative learning processes. To illustrate the usability of TaCS, we describe an example of its integration in a real course during 5 weeks. Observed uses and opinions expressed by students tend to validate the implementation of the theoretical framework, and the value of TaCS as an educational platform.Keywords: TaCS; tagging; social learning; web-based system; educational technology design; collaborative learning. AuthorThe design of TaCS: Applying social tagging to enhance learning Abstract: We describe a web-based educational platform relying on the use of tags as learning resources in a social context. Tags are user-generated keywords used to organise and improve access to online information resources. Social tagging refers to the practice of labeling or categorising resources in a shared online environment. Our platform, named TaCS (Tag-based Collaborative System), is a first attempt at implementing a recent theoretical framework specific to social tagging that defines learning and knowledge building as a co-evolution of cognitive and social systems. Within this framework, design choices have been made to support individual, social and collaborative learning processes. To illustrate the usability of TaCS, we describe an example of its integration in a real course during 5 weeks. Observed uses and opinions expressed by students tend to validate the implementation of the theoretical framework, and the value of TaCS as an educational platform.

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Section: Visualisation Of Tag-documents and Tag-users Relationshipsmentioning

confidence: 82%

“…The online collaborative system TACO (Chen, Chen, & Sun, 2010), based on tags, was developed to support language learning. This system was designed to improve the understanding of written English and, more precisely, to favour development of critical thinking capacities.…”

Section: Tag-based Educational Systemsmentioning

confidence: 99%

The design of TaCS: applying social tagging to enhance learning

Lavoué

2012

IJLT

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“…Several studies have further demonstrated the additional benefits provided by computerized annotations via collaborative annotation making and sharing (Chen, Chen, & Sun, 2010;Chen, Hwang, & Wang, 2012), including encouraging peer interactions and improving the learning achievements of students. For example, Nokelainen, Miettinen, Kurhila, Floréen, and Tirri (2005) have stated that annotation sharing allows students to observe the important concepts or leaning content highlighted by peers, which not only encourages them to discuss with peers, but also provides them with an opportunity to reflect on their comprehension of the learning content; thus, their learning performance is likely to improve.…”

Section: Annotation Strategymentioning

confidence: 98%

A prompt-based annotation approach to conducting mobile learning activities for architecture design courses

Sung

Hwang

Liu

et al. 2014

Computers & Education

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“…Software reading programs can be used as reading comprehension intervention tools for students to improve reading proficiency (Attaprechakul, 2013;Baleghizadeh & Babanour, 2011;Fatemi et al, 2014;Kuhi & Yavari, 2013;Rosenthal & Ehri, 2011;Zarei et al, 2012). Reading software programs are designed to interact with students (Akinbobola & Afolabi, 2009) by retelling a story to increase reading comprehension (Hedin & Conderman, 2010;McNeil, 2011;Norman, 2012;Pang, 2013) via dialogue with peers and teachers (Maine, 2013) where teachers encourage students to read (Meyer et al, 2011;Murphy & Fink, 2012) and monitor students' progress (Chen, Chen, & Sun, 2010). Literacy software can provide students with immediate feedback (Mckie et al, 2012) to help students increase their comprehension (Wolff et al, 2013) via practice worksheets (Magliano et al, 2011;Wild, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

“…States administered standardized tests to assess student proficiency in reading and writing (U.S. Department of Education, 2014). Literature review revealed a national literacy crisis in the U.S (Cookson, 2009;Garner, 2010;National Assessment of Educational Progress, 2011;Odden, 2009) because literacy students need to develop higher order thinking skills (Duke, 2010;Gewertz, 2010) to increase their reading proficiency (Chen, Chen, & Sun, 2010;Meyer, Wijekumar, & Lin, 2011;Weih, 2013).…”

Section: Introductionmentioning

confidence: 99%