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...
| Publicado en: | Journal of Computer Assisted Learning Vol. 31; no. 1; pp. 1 - 14 |
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| Autores principales: | , , |
| Formato: | research Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2015
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| Acceso en línea: | Ver este registro en EBSCOhost |