Students’ Strategy Use in Online Social Annotation: A Systematic Review

• In Event: AERA Poster Session Thursday 7:45am
  In Poster Session: AI, Learning, and Innovation: Emerging Research in Education

Abstract

Online social annotation has gained popularity as an interactive learning practice in educational settings. However, students need effective strategies to maximize its potential for enhancing learning experiences. This study aims to explore student strategies in online social annotation contexts. A systematic review of 18 empirical studies was conducted, and thematic analysis was used to identify and categorize strategies. The analysis revealed 60 strategies across five categories: affective, behavioural, cognitive, social, and metacognitive. This study also explored how these five categories of strategies facilitate students’ learning experience in online social annotation contexts. This study provides practical guidance for students and teachers in using online social annotation effectively and offers a theoretical foundation for future research in this field.

Authors

• Jieting Jerry Xin, The University of Hong Kong

• Yingqi Chloe Wu, University of North Carolina - Chapel Hill

• Nicole J. Tavares, University of Hong Kong