Reading actively online: An exploratory investigation of online annotation tools for inquiry learning = La lecture active en ligne: étude exploratoire sur les outils d'annotation en ligne pour l'apprentissage par l’enquête

Jingyan Lu, Liping Deng

Research output: Contribution to journalArticlepeer-review

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.
Original languageEnglish
Pages (from-to)1-16
Number of pages16
JournalCanadian Journal of Learning and Technology
Volume38
Issue number3
DOIs
Publication statusPublished - 12 Nov 2012

User-Defined Keywords

  • annotation behaviour
  • active reading
  • Diigo
  • students’ perception
  • computer-assisted learning
  • inquiry learning

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