Unfolding Knowledge Co-Construction Processes through Social Annotation and Online Collaborative Writing with Text Mining Techniques

Despite the positive claims on the pedagogical use of social annotation and online collaborative writing tools discussed in the literature, most of the findings are derived from interviews or self-reported survey data. Very few studies probed deep into the learning processes and examined students�...

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Bibliographic Details
Published inAustralasian Journal of Educational Technology Vol. 38; no. 1; pp. 148 - 163
Main Authors Li, Sandy C, Lai, Tony K. H
Format Journal Article
LanguageEnglish
Published Wollongong Australasian Society for Computers in Learning in Tertiary Education 01.01.2022
Subjects
Collaboration
Collaborative Writing
Computer Mediated Communication
Data Analysis
Documentation
Foreign Countries
Inquiry method
Learner Engagement
Learning Processes
Network Analysis
Online Courses
Semantics
Students
Technology Uses in Education
Undergraduate Students
Hong Kong
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Summary:Despite the positive claims on the pedagogical use of social annotation and online collaborative writing tools discussed in the literature, most of the findings are derived from interviews or self-reported survey data. Very few studies probed deep into the learning processes and examined students' digital traces and the artefacts they co-construct. In this study, we employed semantic network analysis techniques to examine how the use of a social annotation tool (Diigo) coupled with an online collaborative writing (Google Docs) affects students' learning outcomes. The results indicate that the use of Diigo coupled with Google Docs helps enhance student engagement in the collaborative process and that the concept connectivity and quality of the text co-constructed by each group using Diigo coupled with Google Docs is significantly higher than those using Moodle's forum. In addition, the level of collaboration within a group correlates positively with the number of vertices with high lexical relevancy identified in the semantic network of the text co-constructed by each group.
ISSN:1449-5554
1449-3098
1449-5554
DOI:10.14742/ajet.6834