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Using social annotation to construct knowledge with others: A case study across undergraduate courses.

Esteban Morales1,2, Jeremiah H Kalir3, Alice Fleerackers2,4

  • 1Faculty of Education, University of British Columbia, Vancouver, BC, V6T 1Z2, Canada.

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|April 11, 2022
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Summary

Social annotation (SA) facilitates student knowledge construction (KC) through online discussions. This study found SA supports diverse KC activities, enhancing collaborative learning in undergraduate courses.

Keywords:
case studycomputer-supported collaborative learningknowledge constructionsocial annotation

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Area of Science:

  • Educational Technology
  • Learning Sciences
  • Higher Education

Background:

  • Social annotation (SA) is a learning technology for digital note-taking and peer discussion on shared texts.
  • Existing research explores SA's role in asynchronous online discussions and student knowledge construction (KC).
  • This case study investigates how SA supports students' participation in various KC activities.

Observation:

  • This case study analyzed 2,121 annotations from 59 undergraduate students across three Canadian university courses.
  • A constant comparison method was used to code annotations for evidence of seven KC activities.

Findings:

  • Social annotation fostered a range of knowledge construction activities, with interpretation (40%) and elaboration (20%) being most frequent.
  • Peer-to-peer discussions within SA incorporated all seven KC activities.
  • Activities like consensus building, support, and conflict were predominantly observed in replies to other students' annotations.

Implications:

  • Social annotation serves as a valuable online learning tool for undergraduate students across disciplines.
  • SA promotes peer interaction, content comprehension, and collaborative knowledge construction.
  • The findings highlight SA's potential to deepen academic engagement and understanding in digital learning environments.