Trends and issues of social annotation in education: A systematic review from 2000 to 2020

Abstract

Background Social annotation (SA) allows users to collaboratively highlight important texts, make comments and discuss with each other on the same online document. This would not only accelerate and deepen learners' cognitive understanding of information, but also help build a sense of rapport, which is critical especially because of the worldwide shift from face‐to‐face class to remote education as a response to the COVID‐19 pandemic. Objective To provide a systematic review of empirical SA studies, so that current development as well as issues in SA practices and research are identified. Methods A total of 32 studies were identified and bibliometrical, instructional, and methodological analysis were conducted. Results and Conclusions The United States has published the most SA research and technology‐related journals are most receptive of SA research; one‐shot quantitative designs with a sample size between 30 and 100 have been adopted most often; there is a lack of theoretical support for SA studies; higher education settings have been more frequently researched than other educational levels; SA technological features and activities have focused more on student uses and outcomes than on those of instructors; self‐designed technologies were more preferred than commercial ones; both cognitive and affective outcomes were emphasized and nearly all studies reported positive findings. Implications Future SA studies may conduct blended designs with larger sample sizes that is grounded upon solid theoretical frameworks; more customized and affordable SA technologies that support both students and teachers should be developed. Learning analytics and emotional design may be capitalized more to meet the demand of remote education during the pandemic.

Evaluating a social annotation tool for engagement and learning with preservice special education teachers

“…Online social annotation tools enable student engagement through interaction with text, peers and the instructor by facilitating collective annotation of a piece of electronic text. Students can discuss and engage with the text, highlight and comment directly on the text, and observe classmates’ comments and thought processes, thereby learning together (Kalir et al , 2020b; Sun et al , 2023). Social annotation tools enable learners to process knowledge, aid in argumentation and inquiry, increase literacy skills, reinforce peer and teacher assessment, and link spaces designed for online learning (Zhu et al , 2020).…”

“…The majority of research in social annotation tools explores user perceptions of the tools in university settings (Sun et al , 2023). In general, students view social annotation tools positively and report that they keep them engaged (Biro, 2021; Kalir et al , 2020b; Sun et al , 2023).…”

“…The majority of research in social annotation tools explores user perceptions of the tools in university settings (Sun et al , 2023). In general, students view social annotation tools positively and report that they keep them engaged (Biro, 2021; Kalir et al , 2020b; Sun et al , 2023). Li and Li (2023) found that the use of a social annotation tool resulted in undergraduate students feeling more motivated to complete their course readings because they valued the interaction with peers and with the text.…”

“…A recent review of the social annotation literature found that most research investigates participant perceptions of tools (Sun et al , 2023). Roughly one-third of studies since 2000 have analyzed student outcomes and/or student usage behaviors and their impacts on achievement and learning.…”

“…Usage behaviors did not significantly account for participant beliefs about Perusall. Instructors may wish to use guided reading prompts and small groups to maximize student learning and engagement.Originality/value -This study addresses gaps in the literature (Suhre et al, 2019;Sun et al, 2023) by following one group of students over two semesters, using a commercially available tool, measuring actual usage behaviors and not solely student perceptions and analyzing instructor perceptions of the tool. The authors contribute further evidence that group-constructed knowledge is valuable for undergraduate learning (Kalir et al, 2020b).…”