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首页> 外文期刊>Interactive Learning Environments >Fostering the development of critical thinking skills, and reading comprehension of undergraduates using a Web 2.0 tool coupled with a learning system
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Fostering the development of critical thinking skills, and reading comprehension of undergraduates using a Web 2.0 tool coupled with a learning system

机译：通过使用Web 2.0工具和学习系统，培养批判性思维能力的发展，并提高大学生的阅读理解能力

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A social annotation model learning system (SAM-LS) was created using multiple instructional strategies thereby supporting the student in improving in critical thinking, critical writing and related literacy. There are four mechanisms in which the SAM-LS methodology is believed to improve learning and performance. These mechanisms include providing relevant activities such as (1) examples, (2) practice, (3) reflection and (4) collaboration. The Social Annotation Model uses HyLighter, an online annotation system that amalgamates reading and writing, facilitates shared annotation practices and coalesces annotations from multiple reviewers. This article reports on three studies conducted using HyLighter. The purpose of the first study was to determine student perceptions on the benefits and weaknesses of the learning environment, using HyLighter, with a focus on peer critique. The findings indicated that users' experiences were positive and specifically the annotations and tags were useful in a peer critique activity. The second study was a nonexperimental comparative study that looked at students' ability to critically analyze information and reading comprehension using HyLighter in collaborative activities. Initial findings show that working in small collaborative groups may promote deeper thinking through peer interactions. The third study was to determine whether there was a change in reading comprehension, critical thinking and meta-cognition skills from the use of SAM-LS instructional strategies. Results indicate that HyLighter may help students in several areas including enhancing the students' ability to think critically.
机译：使用多种教学策略创建了一个社会注释模型学习系统（SAM-LS），从而支持学生提高批判性思维，批判性写作和相关的读写能力。认为SAM-LS方法可通过四种机制改善学习和性能。这些机制包括提供相关活动，例如（1）示例，（2）实践，（3）反思和（4）协作。社交注释模型使用HyLighter，这是一种在线注释系统，可合并阅读和写作，促进共享注释实践并合并来自多个审阅者的注释。本文报告了使用HyLighter进行的三项研究。第一项研究的目的是使用HyLighter来确定学生对学习环境的优缺点的看法，重点放在同peer批评上。调查结果表明，用户的体验是积极的，特别是注释和标签在同行评议活动中很有用。第二项研究是一项非实验性比较研究，旨在研究学生在合作活动中使用HyLighter进行批判性分析信息和阅读理解的能力。初步发现表明，在小型协作小组中工作可能会通过同伴互动促进更深入的思考。第三项研究是通过使用SAM-LS教学策略来确定阅读理解，批判性思维和元认知技能是否发生了变化。结果表明，HyLighter可以在多个领域帮助学生，包括增强学生的批判性思维能力。

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