TY - JOUR
T1 - Individual and team annotation effects on students' reading comprehension, critical thinking, and meta-cognitive skills
AU - Johnson, Tristan E.
AU - Archibald, Thomas N.
AU - Tenenbaum, Gershon
N1 - Funding Information:
The studies reported in this article were funded as part of the US Department of Education Fund for the Improvement of Postsecondary Education Grant through Florida State University : PR/Award No.: P116B060460 .
PY - 2010/11
Y1 - 2010/11
N2 - Many students enter college without the needed skills to be successful. Colleges and universities are seeking instructional interventions to address these needs. Various classes are leveraging web-based social media to provide new instructional technologies that will help students learn. This paper reports on two studies related to the potential of online social annotation for improving teaching and learning in second-semester Freshman English classes. The approach, referred to as the Social Annotation Model-Learning System (SAM-LS), combines various instructional strategies, team-based learning, and a social annotation computer-supported collaborative learning tool, HyLighter, to increase student engagement with selected essays and with classmates. SAM-LS stimulates students to actively monitor their thoughts and compare them to both peers and the instructor (or domain experts). Study 1 showed no significant difference between the SAM-LS approach and a control; however, results appear to be related to confounding factors. Study 2 showed that students achieve better outcomes on measures of reading comprehension and meta-cognitive skill, but not critical thinking, when SAM-LS activities include small team collaborations. The two studies suggest future directions for research and development of SAM-LS and the HyLighter tool.
AB - Many students enter college without the needed skills to be successful. Colleges and universities are seeking instructional interventions to address these needs. Various classes are leveraging web-based social media to provide new instructional technologies that will help students learn. This paper reports on two studies related to the potential of online social annotation for improving teaching and learning in second-semester Freshman English classes. The approach, referred to as the Social Annotation Model-Learning System (SAM-LS), combines various instructional strategies, team-based learning, and a social annotation computer-supported collaborative learning tool, HyLighter, to increase student engagement with selected essays and with classmates. SAM-LS stimulates students to actively monitor their thoughts and compare them to both peers and the instructor (or domain experts). Study 1 showed no significant difference between the SAM-LS approach and a control; however, results appear to be related to confounding factors. Study 2 showed that students achieve better outcomes on measures of reading comprehension and meta-cognitive skill, but not critical thinking, when SAM-LS activities include small team collaborations. The two studies suggest future directions for research and development of SAM-LS and the HyLighter tool.
KW - Computer-supported collaborative learning
KW - Critical thinking
KW - Learning technology
KW - Meta-cognition
KW - Reading comprehension
KW - Small group collaboration
KW - Social annotation
KW - Web 2.0
UR - http://www.scopus.com/inward/record.url?scp=77956185967&partnerID=8YFLogxK
U2 - 10.1016/j.chb.2010.05.014
DO - 10.1016/j.chb.2010.05.014
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AN - SCOPUS:77956185967
SN - 0747-5632
VL - 26
SP - 1496
EP - 1507
JO - Computers in Human Behavior
JF - Computers in Human Behavior
IS - 6
ER -