A study of a social annotation modeling learning system

Roy David Samuel, Chan Min Kim, Tristan E. Johnson

Research output: Contribution to journalArticlepeer-review

10 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)117-137
Number of pages21
JournalJournal of Educational Computing Research
Volume45
Issue number1
DOIs
StatePublished - Jan 1 2011

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science Applications

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