Longitudinal changes of student engagement in social annotation-Reference-Cited by-同舟云学术

Longitudinal changes of student engagement in social annotation

Published:2024-01-02 Issue:1 Volume:45 Page:103-121
ISSN:0158-7919
Container-title:Distance Education
language:en
Short-container-title:Distance Education

Author:

Lin Lijia¹^ORCID,Li Shan²^ORCID,Huang Xiaoshan³^ORCID,Chen Fu¹^ORCID

Affiliation:

1. Faculty of Education, University of Macau, Macau, China

2. College of Health, Lehigh University, Bethlehem, PA, United States of America

3. Department of Educational and Counselling Psychology, McGill University, Montreal, QC, Canada

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/01587919.2024.2303488

Reference43 articles.

1. Building Community in Asynchronous Online Higher Education Courses Through Collaborative Annotation

2. Research based practices for improving the effectiveness of asynchronous online discussion boards.

3. Archibald T. N. (2010). The effect of the integration of social annotation technology first principles of instruction and team-based learning on students’ reading comprehension critical thinking and meta-cognitive skills [Doctoral dissertation Florida State University]. Florida State University’s Digital Repository. https://diginole.lib.fsu.edu/islandora/object/fsu%3A168354

4. Who writes and who responds? Gender and race-based differences in open annotations

5. The qualitative evidence behind the factors impacting online learning experiences as informed by the community of inquiry framework: A thematic synthesis

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1. Exploring the relationships between learners’ social and cognitive presence patterns and peer support in digital social reading;SN Social Sciences;2024-05-27

2. Exploring influential factors in peer upvoting within social annotation;British Journal of Educational Technology;2024-03-15

3. Exploring behavioural patterns and their relationships with social annotation outcomes;Journal of Computer Assisted Learning;2024-02-22