Abstract
An online social annotation tool was implemented in the context of utilizing question-answering tasks with reading documents. The tool and tasks were used in order to foster students’ cognitive development with higher-order thinking, critical analysis, and development of sophisticated arguments in English writing. The effects of the tool on students’ mental models as well as their motivation for and achievement in a college argument and persuasion course were investigated. The findings are discussed along with implications and possibilities for future studies.
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Mendenhall, A., Kim, C., Johnson, T.E. (2011). Implementation of an Online Social Annotation Tool in a College English Course. In: Ifenthaler, D., Spector, J., Isaias, P., Sampson, D. (eds) Multiple Perspectives on Problem Solving and Learning in the Digital Age. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-7612-3_20
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DOI: https://doi.org/10.1007/978-1-4419-7612-3_20
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