Promoting Active Learning Through Collaborative Annotation

• In Event: DDL- Presence & Active Learning in Online Contexts

Short Description

Various learning strategies can promote active learning and higher levels of content and peer interaction in online education. One strategy growing in popularity is the use of digital collaborative annotation tools, which allow students to annotate digital text and co-analyze it with peers. This paper discusses a multiple-case study that evaluated the effectiveness of collaborative annotation strategies with the Hypothes.is social annotation tool in helping students engage actively with reading assignments and with their peers.

Authors

• Presenter: Sara Tuiloma, Brigham Young University

• Presenter: Rick West, Brigham Young University

• Presenter: Charles R. Graham, Brigham Young University

• Contributor: Karen T Arnesen, Brigham Young University

• Presenter: Qi Guo, BYU

• Contributor: Jordan Hansen, Brigham Young University