Evaluating the Role of a Shared Document-based Annotation Tool in Learner-centered Collaborative Learning

摘要

This study presents a shared document-based annotation tool, EDUCOSM. Usefulness of the system is empirically evaluated in a real-life collaborative learning context. Relationships between learner's self-rated use of learning strategies, cognitive outcomes, and completion of various tasks in the system are investigated. An empirical study (n=31) was conducted in order to investigate various dependencies between variables from pre-course self-rated questionnaire, system log file data collected during the course and post-course e-mail survey.