Online Reading Informs Classroom Instruction and Promotes Collaborative Learning

Autor/inn/en	Wright, L. Kate; Zyto, Sacha; Karger, David R.; Newman, Dina L.
Titel	Online Reading Informs Classroom Instruction and Promotes Collaborative Learning
Quelle	In: Journal of College Science Teaching, 43 (2013) 2, S.44-53 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Computer Mediated Communication; Annotated Bibliographies; Biology; Molecular Biology; Cancer; Reading Assignments; Electronic Learning; Misconceptions; Scientific Concepts; Classroom Techniques; Courseware; Student Participation; Student Attitudes; Cooperative Learning; Teaching Methods; Undergraduate Students + Suchen Sie Ihr Suchwort? Computerkonferenz; Bibliography; Bibliographies; Bibliografie; Biologie; Molekularbiologie; Carcinoma; Karzinom; Krebs (med); Krebserkrankung; Missverständnis; Klassenführung; Lernsoftware; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Web-based collaborative annotation tools can facilitate communication among students and their instructors through online reading and communication. Collaborative reading fosters peer interaction and is an innovative way to facilitate discussion and participation in larger enrollment courses. It can be especially powerful as it creates an environment where all students are able to ask questions and contribute to a discussion about science. An online annotation tool, Nota Bene (NB), was tested in two biology courses: intermediate-level Molecular Biology (89 students) and upper level Cancer Biology (26 students). Student participation in these graded reading assignments ranged from 79% to 93%. A typical reading assignment from the upper level course generated 105 student comments, 68% of which led to responses, and a typical assignment from the midlevel course generated 183 comments, 44.8% of which generated further discussion. NB also helped uncover misunderstandings and misconceptions about biological phenomena. Coded student responses revealed evidence of knowledge transfer and synthesis, especially in the upper level biology course. We suggest that this type of collaborative reading activity could be useful in a variety of postsecondary classroom settings as it encourages collaborative learning and promotes inclusion of students who might not participate otherwise. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10