Integrating paper-based annotations with wiki to support collaborative reading

Chih Kai Chang*, Ching Kun Hsu

*此作品的通信作者

研究成果: 書貢獻/報告類型會議論文篇章

1 引文 斯高帕斯(Scopus)

摘要

The aim of the study was to carry out pre-class activities of collaborative reading on Moodle so that the interaction in the traditional classroom could be stimulated. By using wiki for knowledge sharing, asynchronous collaborative annotations were accomplished on papers while reading articles. It was expected that both collaborative learning and technology enhanced reading could be achieved. After members in a presentation group collaboratively study by sharing their annotation of reading results to each other, other students read the article with annotations a week before the oral report of the presentation group, so as to study in advance. At last, all students except for the members of the presentation group uploaded their preview assignments on Moodle one day before listening to the oral presentation in class. Every group played the role of presentation group in turn every week during the two experimental months. Finally, the questionnaire of Technology Acceptable Model (TAM) was employed into exploring the perceived of usefulness and satisfaction about sharing annotations in the learning activity. The effects of various annotation styles were also discussed. Moreover, the preview assignments were graded and analyzed in the study.

原文英語
主出版物標題Proceedings of the 17th International Conference on Computers in Education, ICCE 2009
頁面388-390
頁數3
出版狀態已發佈 - 2009
對外發佈
事件17th International Conference on Computers in Education, ICCE 2009 - Hong Kong, 香港
持續時間: 2009 十一月 302009 十二月 4

出版系列

名字Proceedings of the 17th International Conference on Computers in Education, ICCE 2009

其他

其他17th International Conference on Computers in Education, ICCE 2009
國家/地區香港
城市Hong Kong
期間2009/11/302009/12/04

ASJC Scopus subject areas

  • 電腦科學(雜項)
  • 教育

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