Using social annotations to support collaborative learning in a Life Sciences module

Abstract

We used an online social annotation platform for Life Sciences undergraduates to develop self- efficacy in their own learning and to leverage on collaborative learning while annotating in groups. In particular, we were interested in supporting students in a large-class setting as they learn to read research articles as a means of integrating concepts with critical thinking. Students were tasked to post annotations based on their reading of two research articles. A graded quiz based on each article was administered after each reading. We used content analysis to analyse students’ annotations based on the ICAP framework as a proxy measure of cognitive engagement. Students actively participated in the assignment, with most annotations classified as constructive and interactive. However, the percentage of interactive annotations was low, suggesting that students do not perceive the need for interaction to understand the research article. The interactive annotations were further examined for quality of writing using the SOLO taxonomy. The quality of interactive annotations were high, with majority of the annotations at the “Relational” level. We propose that the use of social annotations provided a student-centered environment for individual learning, but scaffolds could be incorporated to foster interactions and collaborative learning among students.