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Article: Reading actively online: An exploratory investigation of online annotation tools for inquiry learning
Title | Reading actively online: An exploratory investigation of online annotation tools for inquiry learning |
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Authors | |
Keywords | Annotation behaviour Active reading Diigo Students’ perception Computer-assisted learning |
Issue Date | 2012 |
Publisher | Association 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? |
Abstract | This 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 Identifier | http://hdl.handle.net/10722/187588 |
ISSN |
DC Field | Value | Language |
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dc.contributor.author | Lu, J | en_US |
dc.contributor.author | Deng, L | en_US |
dc.date.accessioned | 2013-08-21T07:03:44Z | - |
dc.date.available | 2013-08-21T07:03:44Z | - |
dc.date.issued | 2012 | en_US |
dc.identifier.citation | Canadian Journal of Learning and Technology, 2012, v. 38 n. 3, p. 1-16 | en_US |
dc.identifier.issn | 1499-6677 | - |
dc.identifier.uri | http://hdl.handle.net/10722/187588 | - |
dc.description.abstract | This 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.language | eng | en_US |
dc.publisher | Association 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.ispartof | Canadian Journal of Learning and Technology | en_US |
dc.subject | Annotation behaviour | - |
dc.subject | Active reading | - |
dc.subject | Diigo | - |
dc.subject | Students’ perception | - |
dc.subject | Computer-assisted learning | - |
dc.title | Reading actively online: An exploratory investigation of online annotation tools for inquiry learning | en_US |
dc.type | Article | en_US |
dc.identifier.email | Lu, J: jingyan@hku.hk | en_US |
dc.identifier.authority | Lu, J=rp00930 | en_US |
dc.description.nature | published_or_final_version | - |
dc.identifier.hkuros | 219483 | en_US |
dc.identifier.volume | 38 | en_US |
dc.identifier.issue | 3 | - |
dc.identifier.spage | 1 | en_US |
dc.identifier.epage | 16 | en_US |
dc.publisher.place | Canada | - |
dc.identifier.issnl | 1499-6677 | - |