Effects of a collaborative annotation method on students’ learning and learning-related motivation and affect

Examining Student Participation in Three Learning Activities Supported by Social Annotation Tools

“…Across the studies, the majority of students perceived the use of SA tools favorably (Kawasaki et al, 2008;Mendenhall, 2010;Nokelainen et al, 2005;Novak et al, 2012). Researchers also found that students were highly motivated when they participated in SA-supported activities (Hwang et al, 2007;Kawasaki et al, 2008;Nokelainen et al, 2005;Razon et al, 2012;Samuel et al, 2011).…”

“…One popular use is to engage learners in reading comprehension activities (Johnson et al, 2010; Kawasaki, S a s a k i , Ya m a g u c h i , & Ya m a g u c h i , 2008; Razon, Turner, Johnson, Arsal, & Tenenbaum, 2012;Sakar & Ercetin, 2005;Samuel et al, 2011). In such activities, learners are instructed to read learning materials available on the Web or provided by the instructor.…”

Does Applying Screenshot Annotations Enhance Learning Effectiveness? The Moderating Role of Course Difficulty

“…A personalized annotation management system (PAMS) was found to be useful for conducting learning tasks [12]. A web-based collaborative annotation system, called Hy-Lighter, was also found to not only improve students' learning comprehension and outcome achievement, but also increased the students' engagement, reading comprehension, and meta-cognitive skills [14].…”

“…The use of social annotation tools has significantly promoted learners' intentions to read online materials [14]. Students tend to value the use of new information technology for learning [2] [35].…”

L’annotation et le tag comme supports à l’amélioration de performances en traduction spécialisée

“…Les enseignants et les apprenants y sont invités à enrichir les contenus éducatifs avec des tags, des descriptions, des évaluations, des annotations et des surlignages reflétant l'utilisation réelle de chaque ressource dans différents contextes d'apprentissage. Razon et al (2012) c. à des stratégies socio-affectives telles la coopération (Q3, 3a, 3b, 23e), les questions de clarification et de vérification (Q23a, 23b, 23c, 23d).…”