TY - GEN
T1 - Implementation of an online social annotation tool in a college english course
AU - Kim, ChanMin
AU - Mendenhall, Anne
AU - Johnson, Tristan
PY - 2009/12/1
Y1 - 2009/12/1
N2 - In order to foster students' cognitive development with higher-order thinking, critical analysis, and development of sophisticated arguments in English writing, an online social annotation tool was implemented for question-answering tasks with reading documents. The effects of the online social annotation tool on the students' changes in mental models as well as their motivation for and achievement in a college argument and persuasion course were investigated. The findings will be discussed along with implications and possibilities for future studies.
AB - In order to foster students' cognitive development with higher-order thinking, critical analysis, and development of sophisticated arguments in English writing, an online social annotation tool was implemented for question-answering tasks with reading documents. The effects of the online social annotation tool on the students' changes in mental models as well as their motivation for and achievement in a college argument and persuasion course were investigated. The findings will be discussed along with implications and possibilities for future studies.
UR - https://www.scopus.com/pages/publications/84883008395
UR - https://www.scopus.com/pages/publications/84883008395#tab=citedBy
M3 - Conference contribution
AN - SCOPUS:84883008395
SN - 9781627483346
T3 - IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2009
SP - 369
EP - 372
BT - IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2009
T2 - IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2009
Y2 - 20 November 2009 through 22 November 2009
ER -