Alexei Tsinovoi

Abstract

Digital tools for collective texts annotation as an online blended learning technique

Reading is an essential activity for generating learning. However research indicate a persistent low compliance problem, where across academic disciplines students do not sufficiently engage with the assigned readings. While this situation clearly limits the ability of teachers in facilitating learning, few studies have explored in practice how students read and how their reading habits can be improved. In addressing this problem, this pilot study suggest that the practice of marginalia, in the form of networked tools for collective annotation of texts, could be a productive pedagogical technique for improving the efficiency of students’ reading habits and their compliance with the assigned readings. Specifically, I suggest that digital marginalia can create a reciprocal feedback system between the teacher and the students, where the teacher receives feedback about the progression of student preparation through their use of marginalia, and delivers accordingly quality feedback that can improve their performance in reading and processing academic texts. The value of this approach is then examined empirically during the course of two lectures, by applying as part of teaching two different tools for collective annotation of texts. This pilot study finds initial indications for the potential of digital marginalia in enhancing student learning, and several suggestions are made as to how such tools can be applied as part of ongoing teaching activities.