Abstract
Using an Online Social Annotation Tool in a Content-Based Instruction (CBI) Classroom
Highlights
Online social annotation tools (SA) tools are digital platforms that allow annotations to be made on digital texts and shared with a group or community via the internet
This is done in order to show how active and peer learning occur in the process of co-constructing knowledge, and how these activities enable student autonomy and visible learning
The pilot study described in this paper has aimed at showing the benefits of the Hypothes.is platform in the Content-Based Instruction (CBI) classroom with regard to the learning of threshold concepts, pointing out how it facilitates the active co-construction of learning in ways that enhance student autonomy and leverage on peer learning, while making learning visible
Summary
Online social annotation tools (SA) tools are digital platforms that allow annotations to be made on digital texts and shared with a group or community via the internet. The use of SA tools for collaborative learning has been explored in various disciplines and domains, for example in the language classroom (Johnson, Archibald, & Tenenbaum, 2010), in the field of engineering (Lin & Lai, 2014) and teaching training (Benitez, Quinones, Gonzalez, Ochoa, & Vargas, 2020). Lukoff, King and Mazur (2018) report on how SA tools help to enhance learning in the physics classroom, focusing on how International Journal of TESOL Studies 3 (2). A particular SA platform, Perusall, promotes the use of active reading strategies and helps encourage “high-quality learning interactions between students outside class” The same study found that using annotation facilitated richer discussions that were likely to generate learning gains for individual students. It has been shown that SA tools have potential usefulness when integrated into learning activities across a range of educational settings (Novak, Razzouk, & Johnson, 2012)
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