Implementation of an online social annotation tool in a college english course

ChanMin Kim, Anne Mendenhall, Tristan Johnson

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

In order to foster students' cognitive development with higher-order thinking, critical analysis, and development of sophisticated arguments in English writing, an online social annotation tool was implemented for question-answering tasks with reading documents. The effects of the online social annotation tool on the students' changes in mental models as well as their motivation for and achievement in a college argument and persuasion course were investigated. The findings will be discussed along with implications and possibilities for future studies.

Original languageEnglish (US)
Title of host publicationIADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2009
Pages369-372
Number of pages4
StatePublished - Dec 1 2009
EventIADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2009 - Rome, Italy
Duration: Nov 20 2009Nov 22 2009

Publication series

NameIADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2009

Conference

ConferenceIADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2009
CountryItaly
CityRome
Period11/20/0911/22/09

All Science Journal Classification (ASJC) codes

  • Artificial Intelligence
  • Education

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