English  |  正體中文  |  简体中文  |  全文筆數/總筆數 : 78728/78728 (100%)
造訪人次 : 33540045      線上人數 : 473
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧:
  • 您可在西文檢索詞彙前後加上"雙引號",以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋,建議至進階搜尋限定作者欄位,可獲得較完整資料
  • 進階搜尋


    請使用永久網址來引用或連結此文件: http://ir.lib.ncu.edu.tw/handle/987654321/51520


    題名: A Web 2.0-based collaborative annotation system for enhancing knowledge sharing in collaborative learning environments
    作者: Su,AYS;Yang,SJH;Hwang,WY;Zhang,J
    貢獻者: 資訊工程學系
    關鍵詞: MANAGEMENT
    日期: 2010
    上傳時間: 2012-03-27 18:55:11 (UTC+8)
    出版者: 國立中央大學
    摘要: A limitation of current Web-based collaborative learning is the restricted ability of students to create and share individual annotations with annotated documents. Applying Web 2.0 collaborative annotation systems and analyzing students' annotation behavior has attracted attention to improve collaborative learning. This study designed a personalized annotation management system 2.0 (PAMS 2.0) for managing, sharing, and reusing individual and collaborative annotations as well as providing a shared mechanism for discussion about shared annotations among multiple users. The purposes of this study are three-fold: (1) to understand students' perceived attitudes toward the use of PAMS 2.0; (2) to investigate the effects of different annotation sharing scenarios on quantity of annotation and its influence on learning achievements; and (3) to examine the relationship between learning achievements and quantity of annotation. A quasi-experiment was conducted with two classes of college students for fifteen weeks. According to the results of the experiments, most of students in the experimental group are satisfied with the use of PAMS 2.0 for helping them create individual annotations and share their own annotations in collaborative learning context. Majorly students were interested in practical learning scenarios with PAMS 2.0 and thought this system is particularly useful for doing learning tasks. The analytical results of learning achievements show that the use of PAMS 2.0 can increase learning achievements in collaborative learning environments. Moreover, the results show that the influence of annotation on learning achievements becomes stronger with the use of the sharing mechanism. (C) 2010 Elsevier Ltd. All rights reserved.
    關聯: COMPUTERS & EDUCATION
    顯示於類別:[資訊工程學系] 期刊論文

    文件中的檔案:

    檔案 描述 大小格式瀏覽次數
    index.html0KbHTML367檢視/開啟


    在NCUIR中所有的資料項目都受到原著作權保護.

    社群 sharing

    ::: Copyright National Central University. | 國立中央大學圖書館版權所有 | 收藏本站 | 設為首頁 | 最佳瀏覽畫面: 1024*768 | 建站日期:8-24-2009 :::
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 隱私權政策聲明