Students’ experiences with the use of a social annotation tool to improve learning in flipped classrooms

• C.J.M. Suhre ^[1] ; J.C. Winnips ^[2] ; V. de Boer ^[3] ; P. Valdivia ^[4] ; H.J.A. Beldhuis ^[3]
  1. [1] Department of Teacher Education, Faculty of Behavioural and Social Sciences, University of Groningen, The Netherlands
  2. [2] Department of Education and Communication Services, Faculty of Economics and Business Adminsitration, University of Groningen, The Netherlands
  3. [3] Department of Educational Innovation, Center for Information Technology, University of Groningen, The Netherlands
  4. [4] Department of European Culture & Literature, Faculty of Arts, University of Groningen, The Netherlands

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• Localización: 5th International Conference on Higher Education Advances (HEAd' 19) / Josep Domènech i de Soria (ed. lit.), Paloma Merello Giménez (ed. lit.), Elena de la Poza Plaza (ed. lit.), Desamparados Blázquez (ed. lit.), Raúl Peña Ortiz (ed. lit.), 2019, ISBN 978-84-9048-661-0, págs. 955-962
• Idioma: inglés
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• Resumen

  • To support the development and dissemination of more activating educational practices, pilot studies were launched on the use of the social annotation tool Perusall. Teachers of eight higher education course units agreed to work with Perusall in their classes. To assess the usefulness and effectiveness of Perusall we focused on two related aspects (1) perception by students of Perusall as an appropriate tool to support the processing of the study texts and (2) the impact of student engagement in Perusall on students’ examination results. Student experiences were evaluated by means of online questionnaires about several aspects concerning the use of Perusall and log data about student activities in the Perusall platform.

    The results of the study show that Perusall can foster engagement in deep level processing of course content but that the level of processing depends on three critical factors: the transparency of annotation assignments, the perceived ease of working in Perusall and teachers’ use of students’ annotations to discuss the course content during lectures. The study further shows that students receive better examination results the more they engage in the annotation assignments.