Going Blended with a Triple-Entry Activity: Students’ Online Discussions of Assigned Readings using Marginalia
In this paper, we describe and investigate small group discussions of assigned readings in an online version of a “triple-entry activity” in a blended course used an annotation tool, Marginalia. We wondered if students would interact in this structured, critical, reflective reading activity as effe...
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doaj-1f3c604f99794073b993ec428b3dd12e2020-11-25T02:37:07ZengUniversity of WindsorCollected Essays on Learning and Teaching2368-45262016-06-01910.22329/celt.v9i0.4436Going Blended with a Triple-Entry Activity: Students’ Online Discussions of Assigned Readings using MarginaliaLannie Kanevsky0Cindy Xin1Ilana Ram2Simon Fraser UniversitySimon Fraser UniversitySimon Fraser University In this paper, we describe and investigate small group discussions of assigned readings in an online version of a “triple-entry activity” in a blended course used an annotation tool, Marginalia. We wondered if students would interact in this structured, critical, reflective reading activity as effectively online as they had when the activity was undertaken on paper in face-to-face classes. We investigated what happened, why, and if successful, and how these findings might inform the use of annotated discussions in the future. We found 30% of comments acknowledged the value of ideas expressed in a group member’s response to a reading, 30% extended those ideas, 11% connected the reading to personal experience, 9% were questions, and 6% answers. Approximately 60% of the interactions were between one group member and the author of the response; 40% involved comments that were connected to each other as well as the author’s response to the reading. Students felt using Marginalia to comment on classmates’ responses and having classmates comment on their responses facilitated their learning from assigned readings. The instructor agreed and felt the online discussions also contributed to the development of a community of learners between face-to-face classes. In addition, reading students’ responses and discussions before each class informed the instructor’s preparation for in-class activities. https://celt.uwindsor.ca/index.php/CELT/article/view/4436online discussionsannotation toolMarginaliaonline interactionblendedtriple-entry |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Lannie Kanevsky Cindy Xin Ilana Ram |
spellingShingle |
Lannie Kanevsky Cindy Xin Ilana Ram Going Blended with a Triple-Entry Activity: Students’ Online Discussions of Assigned Readings using Marginalia Collected Essays on Learning and Teaching online discussions annotation tool Marginalia online interaction blended triple-entry |
author_facet |
Lannie Kanevsky Cindy Xin Ilana Ram |
author_sort |
Lannie Kanevsky |
title |
Going Blended with a Triple-Entry Activity: Students’ Online Discussions of Assigned Readings using Marginalia |
title_short |
Going Blended with a Triple-Entry Activity: Students’ Online Discussions of Assigned Readings using Marginalia |
title_full |
Going Blended with a Triple-Entry Activity: Students’ Online Discussions of Assigned Readings using Marginalia |
title_fullStr |
Going Blended with a Triple-Entry Activity: Students’ Online Discussions of Assigned Readings using Marginalia |
title_full_unstemmed |
Going Blended with a Triple-Entry Activity: Students’ Online Discussions of Assigned Readings using Marginalia |
title_sort |
going blended with a triple-entry activity: students’ online discussions of assigned readings using marginalia |
publisher |
University of Windsor |
series |
Collected Essays on Learning and Teaching |
issn |
2368-4526 |
publishDate |
2016-06-01 |
description |
In this paper, we describe and investigate small group discussions of assigned readings in an online version of a “triple-entry activity” in a blended course used an annotation tool, Marginalia. We wondered if students would interact in this structured, critical, reflective reading activity as effectively online as they had when the activity was undertaken on paper in face-to-face classes. We investigated what happened, why, and if successful, and how these findings might inform the use of annotated discussions in the future. We found 30% of comments acknowledged the value of ideas expressed in a group member’s response to a reading, 30% extended those ideas, 11% connected the reading to personal experience, 9% were questions, and 6% answers. Approximately 60% of the interactions were between one group member and the author of the response; 40% involved comments that were connected to each other as well as the author’s response to the reading. Students felt using Marginalia to comment on classmates’ responses and having classmates comment on their responses facilitated their learning from assigned readings. The instructor agreed and felt the online discussions also contributed to the development of a community of learners between face-to-face classes. In addition, reading students’ responses and discussions before each class informed the instructor’s preparation for in-class activities.
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topic |
online discussions annotation tool Marginalia online interaction blended triple-entry |
url |
https://celt.uwindsor.ca/index.php/CELT/article/view/4436 |
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