Evaluating the role of a shared document-based annotation tool in learnercentered collaborative learning
Abstract :
This study presents a shared document-based annotation tool, EDUCOSM. Usefulness of the system is empirically evaluated in a real-life collaborative learning context. Relationships between learner's self-rated use of learning strategies, cognitive outcomes, and completion of various tasks in the system are investigated. A small scale empirical study (n=31) was conducted in order to investigate various dependencies between variables from pre-course self-rated questionnaire, system log file data collected during the course and post-course e-mail survey. The results show that learners who are willing to do real work with the tools provided by the system, and are able to elaborate what they are doing, produce both highest quality annotations and learning outcomes. Impulsive students produce high-level annotations and score above average in the final examination. Visually oriented students produce higher-level annotations compared to other groups separated by sense perception (i.e.,verbally, auditory, kinesthetic, tactile). Students who feel that they need guidance from teacher or tutor did not do in their studies as well as their more autonomous peers. Further studies are needed to investigate possible distractive effects of peer-to-peer annotation to individual learning processes as self-made highlightings and comments were experienced to be more useful than those made by other learners.
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