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Article: Reading actively online: An exploratory investigation of online annotation tools for inquiry learning

TitleReading actively online: An exploratory investigation of online annotation tools for inquiry learning
Authors
KeywordsAnnotation behaviour
Active reading
Diigo
Students’ perception
Computer-assisted learning
Issue Date2012
PublisherAssociation for Media and Technology in Education in Canada (A M T E C). The Journal's web site is located at http://www.cjlt.ca
Citation
Canadian Journal of Learning and Technology, 2012, v. 38 n. 3, p. 1-16 How to Cite?
AbstractThis study seeks to design and facilitate active reading among secondary school students with an online annotation tool – Diigo. Two classes of different academic performance levels were recruited to examine their annotation behavior and perceptions of Diigo. We wanted to determine whether the two classes differed in how they used Diigo; how they perceived Diigo; and whether how they used Diigo was related to how they perceived it. Using annotation data and surveys in which students reported on their use and perceptions of Diigo, we found that although the tool facilitated individual annotations, the two classes used and perceived it differently. Overall, the study showed Diigo to be a promising tool for enhancing active reading in the inquiry learning process.
Persistent Identifierhttp://hdl.handle.net/10722/187588
ISSN

 

DC FieldValueLanguage
dc.contributor.authorLu, Jen_US
dc.contributor.authorDeng, Len_US
dc.date.accessioned2013-08-21T07:03:44Z-
dc.date.available2013-08-21T07:03:44Z-
dc.date.issued2012en_US
dc.identifier.citationCanadian Journal of Learning and Technology, 2012, v. 38 n. 3, p. 1-16en_US
dc.identifier.issn1499-6677-
dc.identifier.urihttp://hdl.handle.net/10722/187588-
dc.description.abstractThis study seeks to design and facilitate active reading among secondary school students with an online annotation tool – Diigo. Two classes of different academic performance levels were recruited to examine their annotation behavior and perceptions of Diigo. We wanted to determine whether the two classes differed in how they used Diigo; how they perceived Diigo; and whether how they used Diigo was related to how they perceived it. Using annotation data and surveys in which students reported on their use and perceptions of Diigo, we found that although the tool facilitated individual annotations, the two classes used and perceived it differently. Overall, the study showed Diigo to be a promising tool for enhancing active reading in the inquiry learning process.-
dc.languageengen_US
dc.publisherAssociation for Media and Technology in Education in Canada (A M T E C). The Journal's web site is located at http://www.cjlt.ca-
dc.relation.ispartofCanadian Journal of Learning and Technologyen_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectAnnotation behaviour-
dc.subjectActive reading-
dc.subjectDiigo-
dc.subjectStudents’ perception-
dc.subjectComputer-assisted learning-
dc.titleReading actively online: An exploratory investigation of online annotation tools for inquiry learningen_US
dc.typeArticleen_US
dc.identifier.emailLu, J: jingyan@hku.hken_US
dc.identifier.authorityLu, J=rp00930en_US
dc.description.naturepublished_or_final_version-
dc.identifier.hkuros219483en_US
dc.identifier.volume38en_US
dc.identifier.issue3-
dc.identifier.spage1en_US
dc.identifier.epage16en_US
dc.publisher.placeCanada-

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