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A study of multimedia annotation of Web-based materials
ARTICLE

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Computers & Education Volume 48, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Web-based learning has become an important way to enhance learning and teaching, offering many learning opportunities. A limitation of current Web-based learning is the restricted ability of students to personalize and annotate the learning materials. Providing personalized tools and analyzing some types of learning behavior, such as students’ annotation, has attracted attention as a means to enhance Web-based learning. We describe a Web-based tool for creating and sharing annotations and investigate the effect on learning of its use with college students. First, an annotation tool was designed and implemented for the research. Second, learning support mechanisms, including full and group annotation sharing, were developed to promote students’ motivation for annotation. Lastly, experiments with individual and shared annotation were conducted and the results show that the influence of annotation on learning performance becomes stronger with the use of sharing mechanisms. We conclude that there is value in further study of collaborative learning through shared annotation.

Citation

Hwang, W.Y., Wang, C.Y. & Sharples, M. (2007). A study of multimedia annotation of Web-based materials. Computers & Education, 48(4), 680-699. Elsevier Ltd. Retrieved April 18, 2019 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2005.04.020

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Cited By

  1. Using Social Annotation Tools to Foster Collaborative Learning

    Tian Luo, Ohio University, United States; Fei Gao, Bowling Green State University, United States; Yanyan Sun, Ohio University, United States

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3284–3287

  2. Is Social Annotation an Effective Tool for Peer Assessment?

    Kun Li, Ohio University, United States; Fei Gao, Bowling Green State University, United States; Jamie Smith, Ohio University, United States

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3278–3280

  3. Reading Actively Online: An Exploratory Investigation of Online Annotation Tools for Inquiry Learning / La lecture active en ligne: étude exploratoire sur les outils d'annotation en ligne pour l'apprentissage par l’enquête

    Jingyan Lu, The University of Hong Kong; Liping Deng, Hong Kong Baptist University

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 38, No. 3 (Nov 12, 2012) pp. 1–16

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