Collaborative annotation system environment (CASE) for online learning

Glover, Ian; Hardaker, Glenn; Xu, Zhijie

doi:10.1108/10650740410529501

Cited by 18 publications

(9 citation statements)

References 15 publications

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“…Thus, recent works focus to provide annotation systems able to recommend data interpreted from learner's annotations. We can quote in this context some research works such as: PDF-Annotator [49] that offers PDFs related to the same topic of annotated text; CASE [20] and Vpen [22] which present videos or images related to the semantics of annotations realized by learner; New-WebAnnot [2] that recommends an assistance by web services interpreted implicitly through learner's annotative activity; Tsaap-Notes [11] which provides a learner profile constructed from his social annotations; and Omheni et al [32] who interpret the personality traits of learner from his annotations.…”

Section: Discussion and Outlookmentioning

confidence: 99%

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Functionalities provided by Annotation Systems for Learners in Educational Context: An Overview

Kalboussi

Mazhoud

Kacem

2016

Int. J. Emerg. Technol. Learn.

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Abstract-During his activities, the learner usually uses comments, highlights and circles sections to tag consulted digital documents. Therefore, many systems have been developed to annotate different electronic resources, often adapted to specific users and for particular uses of documents. This great variety of annotation systems reveals a lack of a clear strategy of how to compare the developed annotation systems of the literature according to their functionalities. As a result, few works have tried to present comparative studies of these tools. The aim of this article is to provide a study of some annotation tools used by learners in educational practices. Therefore, we present a comparison of functionalities provided by forty annotation systems developed by industry and academia during the last decade. The study further reveals gaps in systems and opportunities for further research.

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Section: Discussion and Outlookmentioning

confidence: 99%

“…are stored in an annotation server [40]. Many learners using the same server can then share their annotations and visualize those of the other students [20]. WebAnnot [4], CATool [43] IIAF [21] and VSim [19] store annotations in a structured text file into fields.…”

Section: B To Store Annotationsmentioning

confidence: 99%

Functionalities provided by Annotation Systems for Learners in Educational Context: An Overview

Kalboussi

Mazhoud

Kacem

2016

Int. J. Emerg. Technol. Learn.

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“…Collaborative engagement Zhu, Valke and Schellens (2009) argue that collaborative engagement is shaped and guided by the fundamentals of the social constructivist paradigm. In this paradigm, collaborative engagement enables the co-creation of knowledge by active participants as they explore the concept of interest (Glover, Hardaker & Xu 2004). Collaborative engagement is carried out through social interaction at group level, based on interdependence between members of the group (Doolan 2013).…”

Section: Knowledge Conversionmentioning

confidence: 99%

“…According to Glover et al (2004), collaborators are convened for a specific goal, which could be planned or unplanned.…”

Section: Knowledge Conversionmentioning

confidence: 99%

A knowledge sharing framework in the South African public sector

Mkhize

2015

S. Afr. j. inf. manag.

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In the knowledge economy, organisations are shifting their investment focus to intellectual capital in order to sustain a competitive advantage in the global marketplace. Organisational survival is increasingly dependent on the organisation’s ability to create and distribute knowledge that contributes to the improvement of performance. The purpose of this article is to evaluate individual knowledge-acquisition and sharing practices in the South African public sector. I applied the techniques of grounded theory analysis to extract themes from data that could provide insight into the knowledge sharing that takes place in the South African public sector. Findings revealed that the informal sharing of knowledge takes place in discussion forums within communities of practice through web-based, socially orientated platforms. These communities of practice are widespread throughout the public sector and are established with the purpose of soliciting expert knowledge from those who have been using open-source software successfully.

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“…To many educators, the Internet is viewed as the best available tool to enhance instructional methods (Harasim et al 1995, Rice 1998. Some specialized on-line learning systems have provided technologies to allow learners to collaborate and communicate directly to each other, thus the course discussion qualities have been improved (Glover, Hardaker, and Xu 2004). Also, according to O'Leary's study (2005), online learning is most possible to succeed where a highly-effective technology delivery mechanism can be applied to cover a large geographical area.…”

Section: Supportive Technology In Distance Learningmentioning

confidence: 99%

College Students' Choice Modeling of Taking On-Line International Business Courses

Yeh

2006

Journal of Teaching in International Business

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To understand students' choice behavior of taking on-line international business courses, a survey study is conducted to collect information regarding students' actual choices of taking on-line courses and potential factors that may have impacts on students' choices of online learning. Potential factors such as enrollment status, demographic background, maturity level, and supportive technology are extracted from published research studies. A sample of one hundred and fifty-five observations is then used to build a logistics choice model. The choice model confirms six of the considered factors have statistically significant impacts on students' choice of taking on-line international business courses. The findings from modeling students' choice behavior are used to test hypotheses and quantify the comparative factor impacts over the choice behavior. In addition to gain understanding of our students' choices of taking on-line courses, we like to share our data analysis findings and modeling results with other colleges, especially the ones that are evaluating the potentials of this modern learning mode for their courses.

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Collaborative annotation system environment (CASE) for online learning

Cited by 18 publications

References 15 publications

Functionalities provided by Annotation Systems for Learners in Educational Context: An Overview

Functionalities provided by Annotation Systems for Learners in Educational Context: An Overview

A knowledge sharing framework in the South African public sector

College Students' Choice Modeling of Taking On-Line International Business Courses

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