Online annotation is an increasingly important task for students to select the key issues add their own reflections and map knowledge for writing essays. There is a growing set of web annotation tools however literature is limited on the impact of these technologies for authentic writing assessment and meaningful learning. This qualitative study examines the use of the LiteMap.net tool by students and tutors in two online STEM courses for personal and collaborative annotation. The results show the impact of LiteMap to increase authorial identity and reduce plagiarism with successful and unsuccessful examples of annotation mapping and feedback.
05/02/2019
2.3c - Okada.pdf
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