Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

“When I saw my peers annotating”

“When I saw my peers annotating” PurposeSocial annotation (SA) is a genre of learning technology that enables the annotation of digital resources for information sharing, social interaction and knowledge production. This study aims to examine the perceived value of SA as contributing to learning in multiple undergraduate courses.Design/methodology/approachIn total, 59 students in 3 upper-level undergraduate courses at a Canadian university participated in SA-enabled learning activities during the winter 2019 semester. A survey was administered to measure how SA contributed to students’ perceptions of learning and sense of community.FindingsA majority of students reported that SA supported their learning despite differences in course subject, how SA was incorporated and encouraged and how widely SA was used during course activities. While findings of the perceived value of SA as contributing to the course community were mixed, students reported that peer annotations aided comprehension of course content, confirmation of ideas and engagement with diverse perspectives.Research limitations/implicationsStudies about the relationships among SA, learning and student perception should continue to engage learners from multiple courses and from multiple disciplines, with indicators of perception measured using reliable instrumentation.Practical implicationsResearchers and faculty should carefully consider how the technical, instructional and social aspects of SA may be used to enable course-specific, personal and peer-supported learning.Originality/valueThis study found a greater variance in how undergraduate students perceived SA as contributing to the course community. Most students also perceived their own and peer annotations as productively contributing to learning. This study offers a more complete view of social factors that affect how SA is perceived by undergraduate students. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Information and Learning Science Emerald Publishing

Loading next page...
 
/lp/emerald-publishing/when-i-saw-my-peers-annotating-rm10u9RMR5
Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2398-5348
DOI
10.1108/ILS-12-2019-0128
Publisher site
See Article on Publisher Site

Abstract

PurposeSocial annotation (SA) is a genre of learning technology that enables the annotation of digital resources for information sharing, social interaction and knowledge production. This study aims to examine the perceived value of SA as contributing to learning in multiple undergraduate courses.Design/methodology/approachIn total, 59 students in 3 upper-level undergraduate courses at a Canadian university participated in SA-enabled learning activities during the winter 2019 semester. A survey was administered to measure how SA contributed to students’ perceptions of learning and sense of community.FindingsA majority of students reported that SA supported their learning despite differences in course subject, how SA was incorporated and encouraged and how widely SA was used during course activities. While findings of the perceived value of SA as contributing to the course community were mixed, students reported that peer annotations aided comprehension of course content, confirmation of ideas and engagement with diverse perspectives.Research limitations/implicationsStudies about the relationships among SA, learning and student perception should continue to engage learners from multiple courses and from multiple disciplines, with indicators of perception measured using reliable instrumentation.Practical implicationsResearchers and faculty should carefully consider how the technical, instructional and social aspects of SA may be used to enable course-specific, personal and peer-supported learning.Originality/valueThis study found a greater variance in how undergraduate students perceived SA as contributing to the course community. Most students also perceived their own and peer annotations as productively contributing to learning. This study offers a more complete view of social factors that affect how SA is perceived by undergraduate students.

Journal

Information and Learning ScienceEmerald Publishing

Published: Apr 20, 2020

References