TY - JOUR
T1 - Effects of a collaborative annotation method on students' learning and learning-related motivation and affect
AU - Razon, Selen
AU - Turner, Jeannine
AU - Johnson, Tristan E.
AU - Arsal, Guler
AU - Tenenbaum, Gershon
PY - 2012/3
Y1 - 2012/3
N2 - Two studies tested the effectiveness of a web-based collaborative annotation system (Hy-Lighter) for learning comprehension, and learning-related affect and motivation. In an undergraduate course setting, students (N = 27) in study 1, (1) highlighted and annotated selected articles, and (2) highlighted and annotated selected articles and reviewed peer highlights and annotations. In a graduate course setting, students (N = 40) in study 2, (1) highlighted and annotated selected articles, and (2) highlighted and annotated selected articles and reviewed peer highlights and annotations. Control groups in both studies read a hard copy of the articles -without using HyLighter and engaging in its associated annotation practices. The main dependent variables included: (a) performance on quizzes, and (b) a number of affective and motivational variables related to reading assignments and academic success. Although not statistically significant, summative assessment scores were higher for students using HyLigther relative to the ones exposed to conventional instruction. HyLighter use also seemed to be associated with more positive affect in undergraduate students relative to their graduate counterparts. Somewhat equivocal findings between the two studies were attributed to the differential implementation of the software in and outside of the classroom. Recommendations for optimal use and desired outcomes were advanced.
AB - Two studies tested the effectiveness of a web-based collaborative annotation system (Hy-Lighter) for learning comprehension, and learning-related affect and motivation. In an undergraduate course setting, students (N = 27) in study 1, (1) highlighted and annotated selected articles, and (2) highlighted and annotated selected articles and reviewed peer highlights and annotations. In a graduate course setting, students (N = 40) in study 2, (1) highlighted and annotated selected articles, and (2) highlighted and annotated selected articles and reviewed peer highlights and annotations. Control groups in both studies read a hard copy of the articles -without using HyLighter and engaging in its associated annotation practices. The main dependent variables included: (a) performance on quizzes, and (b) a number of affective and motivational variables related to reading assignments and academic success. Although not statistically significant, summative assessment scores were higher for students using HyLigther relative to the ones exposed to conventional instruction. HyLighter use also seemed to be associated with more positive affect in undergraduate students relative to their graduate counterparts. Somewhat equivocal findings between the two studies were attributed to the differential implementation of the software in and outside of the classroom. Recommendations for optimal use and desired outcomes were advanced.
KW - Critical-thinking
KW - Learning technology
KW - Metacognition
KW - Small group collaboration
KW - Social annotation
KW - Web 2.0
UR - http://www.scopus.com/inward/record.url?scp=84855524550&partnerID=8YFLogxK
U2 - 10.1016/j.chb.2011.10.004
DO - 10.1016/j.chb.2011.10.004
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AN - SCOPUS:84855524550
SN - 0747-5632
VL - 28
SP - 350
EP - 359
JO - Computers in Human Behavior
JF - Computers in Human Behavior
IS - 2
ER -