A shared document-based annotation tool to support learner-centred collaborative learning

Petri Nokelainen, Miikka Miettinen, Jaakko Kurhila, Patrik Floreen, Henry Tirri

    Research output: Contribution to journalArticleScientificpeer-review

    Abstract

    "A shared document-based annotation tool was presented, and its usefulness in two different real-life web-based university-level courses (adult learners, n = 27 and adolescent learners, n = 23) was empirically investigated. The study design embodied three data collection phases: (1) a pretest measuring self-rated motivation, learning strategies, and social ability; (2) log file data analysis showing actual use of the system features; and (3) a posttest in a form of an email survey. For both groups, the results showed that the level of motivation has a positive effect on activity in the system and the final grade. The learners, who reported to have good time-management strategies, were the most active users of the system. The level of social ability predicted both the number of consecutive comments in the documents and the threads in document-related newsgroup discussions. Log file data analysis showed that user activity in the system was positively related to the final grade in both samples. Results of the posttest showed that all the respondents agreed when asked: (1) if the system brought added value to the learning process; (2) if the use of the system changed their studying habits favourably; and (3) if they would like to use the system in other courses."
    Original languageEnglish
    JournalBritish Journal of Educational Technology
    Volume36
    Issue number5
    Pages (from-to)757-770
    Number of pages14
    ISSN0007-1013
    DOIs
    Publication statusPublished - 2005
    MoE publication typeA1 Journal article-refereed

    Fields of Science

    • 113 Computer and information sciences

    Cite this

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    title = "A shared document-based annotation tool to support learner-centred collaborative learning",
    abstract = "{"}A shared document-based annotation tool was presented, and its usefulness in two different real-life web-based university-level courses (adult learners, n = 27 and adolescent learners, n = 23) was empirically investigated. The study design embodied three data collection phases: (1) a pretest measuring self-rated motivation, learning strategies, and social ability; (2) log file data analysis showing actual use of the system features; and (3) a posttest in a form of an email survey. For both groups, the results showed that the level of motivation has a positive effect on activity in the system and the final grade. The learners, who reported to have good time-management strategies, were the most active users of the system. The level of social ability predicted both the number of consecutive comments in the documents and the threads in document-related newsgroup discussions. Log file data analysis showed that user activity in the system was positively related to the final grade in both samples. Results of the posttest showed that all the respondents agreed when asked: (1) if the system brought added value to the learning process; (2) if the use of the system changed their studying habits favourably; and (3) if they would like to use the system in other courses.{"}",
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    A shared document-based annotation tool to support learner-centred collaborative learning. / Nokelainen, Petri; Miettinen, Miikka; Kurhila, Jaakko; Floreen, Patrik; Tirri, Henry.

    In: British Journal of Educational Technology, Vol. 36, No. 5, 2005, p. 757-770.

    Research output: Contribution to journalArticleScientificpeer-review

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    AU - Nokelainen, Petri

    AU - Miettinen, Miikka

    AU - Kurhila, Jaakko

    AU - Floreen, Patrik

    AU - Tirri, Henry

    PY - 2005

    Y1 - 2005

    N2 - "A shared document-based annotation tool was presented, and its usefulness in two different real-life web-based university-level courses (adult learners, n = 27 and adolescent learners, n = 23) was empirically investigated. The study design embodied three data collection phases: (1) a pretest measuring self-rated motivation, learning strategies, and social ability; (2) log file data analysis showing actual use of the system features; and (3) a posttest in a form of an email survey. For both groups, the results showed that the level of motivation has a positive effect on activity in the system and the final grade. The learners, who reported to have good time-management strategies, were the most active users of the system. The level of social ability predicted both the number of consecutive comments in the documents and the threads in document-related newsgroup discussions. Log file data analysis showed that user activity in the system was positively related to the final grade in both samples. Results of the posttest showed that all the respondents agreed when asked: (1) if the system brought added value to the learning process; (2) if the use of the system changed their studying habits favourably; and (3) if they would like to use the system in other courses."

    AB - "A shared document-based annotation tool was presented, and its usefulness in two different real-life web-based university-level courses (adult learners, n = 27 and adolescent learners, n = 23) was empirically investigated. The study design embodied three data collection phases: (1) a pretest measuring self-rated motivation, learning strategies, and social ability; (2) log file data analysis showing actual use of the system features; and (3) a posttest in a form of an email survey. For both groups, the results showed that the level of motivation has a positive effect on activity in the system and the final grade. The learners, who reported to have good time-management strategies, were the most active users of the system. The level of social ability predicted both the number of consecutive comments in the documents and the threads in document-related newsgroup discussions. Log file data analysis showed that user activity in the system was positively related to the final grade in both samples. Results of the posttest showed that all the respondents agreed when asked: (1) if the system brought added value to the learning process; (2) if the use of the system changed their studying habits favourably; and (3) if they would like to use the system in other courses."

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