Individual and team annotation effe

Individual and team annotation effects on students’ reading comprehension,
critical thinking, and meta-cognitive skills q
Tristan E. Johnson a,b,*, Thomas N. Archibald c, Gershon Tenenbaum b
a Learning Systems Institute, Florida State University, USA
b Educational Psychology and Learning Systems, Florida State University, USA
c ADL Co-Lab, USA
a r t i c l e i n f o
a b s t r a c t
Many students enter college without the needed skills to be successful. Colleges and universities are
seeking instructional interventions to address these needs. Various classes are leveraging web-based
social media to provide new instructional technologies that will help students learn. This paper reports
on two studies related to the potential of online social annotation for improving teaching and learning in
second-semester Freshman English classes. The approach, referred to as the Social Annotation Model-
Learning System (SAM-LS), combines various instructional strategies, team-based learning, and a social
annotation computer-supported collaborative learning tool, HyLighter, to increase student engagement
with selected essays and with classmates. SAM-LS stimulates students to actively monitor their thoughts
and compare them to both peers and the instructor (or domain experts). Study 1 showed no significant
difference between the SAM-LS approach and a control; however, results appear to be related to confounding
factors. Study 2 showed that students achieve better outcomes on measures of reading comprehension
and meta-cognitive skill, but not critical thinking, when SAM-LS activities include small team
collaborations. The two studies suggest future directions for research and development of SAM-LS and
the HyLighter tool.

ผลลัพธ์ (ไทย) 2:

Team and individual annotation effects on students' reading Comprehension,
Critical Thinking, and Meta-cognitive Skills Q
Tristan E. Johnson a, B, *, Thomas N. Archibald C, B Gershon Tenenbaum
a Learning Systems Institute, Florida State University, USA
B. educational Psychology and Learning Systems, Florida State University, USA
ADL Co-Lab C, USA
a Rticleinfo
Abstract
Many students Enter College without the Skills Needed to be successful. Colleges and universities are
seeking instructional interventions to address these Needs. Various classes are leveraging Web-based
social Media to provide instructional New Technologies Will that help students Learn. This Paper reports
on Two Studies Related to the potential of social annotation for Improving Online Learning and teaching in
Second-semester Freshman English classes. The approach, referred to the Social Annotation As Model
Learning System (SAM-LS), combines instructional Various Strategies, Team-based Learning, a social and
collaborative annotation Computer-Supported Learning Tool, HyLighter, to increase student engagement
with and Selected essays. with classmates. SAM-LS stimulates students to actively Monitor their thoughts
and compare them to both peers and the instructor (or Domain Experts). 1 Study Showed no significant
difference between the SAM-LS approach and a Control; however, results appear to be Related to confounding
factors. 2 Study Showed that students Achieve better outcomes on measures of reading Comprehension
Skill and Meta-cognitive, but not Critical Thinking, when SAM-LS Small Team Activities include
collaborations. Two Studies suggest directions for the Future Research and Development of SAM-LS and
the HyLighter Tool.

ผลลัพธ์ (ไทย) 3:

Individual and team annotation effects on students', reading comprehension
critical thinking and meta-cognitive, skills. Q
Tristan E. Johnson, a B, *, Thomas N. Archibald C Gershon Tenenbaum, B
a Learning Systems Institute Florida State University,,, USA
B Educational Psychology and Learning Systems Florida, State, University USA
C, ADL Co-Lab USA
a r t i c l e i n f o
a. B s t r a C T
.Many students enter college without the needed skills to be successful. Colleges and universities are
seeking instructional. Interventions to address these needs. Various classes are leveraging web-based
social media to provide new instructional. Technologies that will help students learn. This paper reports
.On two studies related to the potential of online social annotation for improving teaching and learning in
second-semester. Freshman English classes. The approach referred to, as the Social Annotation Model -
Learning System (SAM-LS), combines various. Instructional strategies team-based, a, learning and social
annotation computer-supported collaborative learning tool HyLighter,,To increase student engagement
with selected essays and with classmates. SAM-LS stimulates students to actively monitor. Their thoughts
and compare them to both peers and the instructor (or domain experts). Study 1 showed no significant
difference. Between the SAM-LS approach and a control; however results appear, to be related to confounding
factors.Study 2 showed that students achieve better outcomes on measures of reading comprehension
and meta - cognitive skill but,, Not critical thinking when SAM-LS, activities include small team
collaborations. The two studies suggest future directions. For research and development of SAM-LS and
the HyLighter tool.
.