Integrating Paper-based Annotations with Wiki to Support Collaborative Reading

Abstract: The aim of the study was to carry out pre-class activities of collaborative reading on Moodle so that the interaction in the traditional classroom could be stimulated. By using wiki for knowledge sharing, asynchronous collaborative annotations were accomplished on papers while reading articles. It was expected that both collaborative learning and technology enhanced reading could be achieved. After members in a presentation group collaboratively study by sharing their annotation of reading results to each other, other students read the article with annotations a week before the oral report of the presentation group, so as to study in advance. At last, all students except for the members of the presentation group uploaded their preview assignments on Moodle one day before listening to the oral presentation in class. Every group played the role of presentation group in turn every week during the two experimental months. Finally, the questionnaire of Technology Acceptable Model (TAM) was employed into exploring the perceived of usefulness and satisfaction about sharing annotations in the learning activity. The effects of various annotation styles were also discussed. Moreover, the preview assignments were graded and analyzed in the study