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A delineation of the cognitive processes manifested in a social annotation environment.

This study aims to examine how students' learning trajectories progress in an online social annotation environment, and how their cognitive processes and levels of interaction correlate with their learning outcomes. Three different types of activities (cognitive, metacognitive and social) were ident...

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Published in:Journal of Computer Assisted Learning Vol. 31; no. 1; pp. 1 - 14
Main Authors: Li, S.C., Pow, J.W.C., Cheung, W.C.
Format: research Journal Article
Published: Wiley-Blackwell Feb2015
Online Access:View this record in EBSCOhost
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      jtl: Journal of Computer Assisted Learning
      issn: 02664909
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      dt: Feb2015
      vid: 31
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        103870732
        100273835
        10.1111/jcal.12073
        103870732
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        atl: A delineation of the cognitive processes manifested in a social annotation environment.
      aug:
        au:
          Li, S.C.
          Pow, J.W.C.
          Cheung, W.C.
        affil: Department of Education Studies, Faculty of Social Science, Hong Kong Baptist University
      sug:
        subj:
          Social Environment
          World Wide Web
          Cognition
          Interpersonal Relations
          Outcomes of Education
          Education, Non-Traditional Evaluation
          Collaboration
          Group Processes
          Time Series
          Human
          Multiple Regression
          Academic Performance Evaluation
          Multivariate Analysis
      ab: This study aims to examine how students' learning trajectories progress in an online social annotation environment, and how their cognitive processes and levels of interaction correlate with their learning outcomes. Three different types of activities (cognitive, metacognitive and social) were identified in the online environment. The time series of different levels of cognitive and metacognitive activities correlate with one another, indicating that a kind of symbiotic or ecological relationship exists among the cognitive and metacognitive processes. The multiple regression results show that low-cognitive level activities mediate the effect of high-cognitive level activities on student's performance in the group inquiry learning project. The results of multilevel analysis indicate that the average number of highlighted texts posted per person in a group accounted for over 50% of the variance of the group inquiry learning project scores. Further, the results also indicate that the level of collaboration within a group explains over 70% of the variance of the high-level cognitive and metacognitive activities across different groups. In sum, group collaboration is found to be conducive to fostering high-level cognitive and metacognitive activities.
      pubtype: Academic Journal
      doctype:
        research
        Journal Article
      ougenre: Article
    language: English
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