A Study of a Social Annotation Modeling Learning System

Autor/inn/en	Samuel, Roy David; Kim, Chanmin; Johnson, Tristan E.
Titel	A Study of a Social Annotation Modeling Learning System
Quelle	In: Journal of Educational Computing Research, 45 (2011) 1, S.117-137 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Student Attitudes; Self Efficacy; Negative Attitudes; Computers; Anxiety; Student Motivation; College Instruction; College Students; Federal Aid; Correlation; Usability; Computer Software; Computer Software Evaluation; Computer Attitudes; Electronic Learning; Web Based Instruction; Florida + Suchen Sie Ihr Suchwort? Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Negative Fixierung; Digitalrechner; Angst; Schulische Motivation; Hochschullehre; Collegestudent; Korrelation; Softwareanalyse; Web Based Training
Abstract	The transition from classroom instruction to e-learning raises pedagogical challenges for university instructors. A controlled integration of e-learning tools into classroom instruction may offer learners tangible benefits and improved effectiveness. This design-based research (DBR) study engaged students in e-learning activities integrated into classroom instruction utilizing a Social Annotation Modeling Learning System (SAM-LS). SAM-LS employs Web 2.0 software called "HyLighter" that allows instructors to implement text-dependent socio-intellectual interactions among students. Twenty students engaged in a "HyLighter" activity, individually or in groups, analyzed an article by annotating text, providing elaborate answers, and responding to peers' opinions. Their motivation, technical competency, and attitudes toward "HyLighter's" technical and pedagogical usability were evaluated. Students reported positive perceptions of "HyLighter's" technical usability but neutral attitudes toward its pedagogical usefulness and future usage. Favorable technical usability perceptions correlated with high computer and assignment self-efficacy, while negative attitudes correlated with high computer anxiety. Groups reported positive collaborative experiences. Finally, students' motivation was high and did not change as a result of the activity. These findings are discussed in relation to future DBR iterations of designing and implementing "HyLighter" activities within SAM-LS. (Contains 2 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10