Why do students reply? Uncovering the socio-semantic entanglement in web annotation activities.
Bodong ChenZixi ChenPublished in: Educ. Inf. Technol. (2024)
Keyphrases
- semantic web
- semantic annotation
- web based collaborative learning
- semantically annotated
- young students
- semantic web technologies
- website
- semantic data
- e learning
- student learning
- web information
- web pages
- semantic search
- web applications
- collaborative activities
- lifelong learning
- collaborative learning
- learning environment
- semantic technologies
- learning scenarios
- learning experience
- learning activities
- active participation
- cognitive development
- web resources
- learning outcomes
- learning process
- high school
- linked data
- social annotations
- mobile learning
- intelligent tutoring systems
- web documents
- current web
- web mining
- high school students
- higher education
- meta cognitive
- metadata
- image annotation
- web based courses
- learning styles
- programming assignments
- knowledge sharing
- semantic information
- programming course
- science education
- team members
- computer supported collaborative learning
- active learning
- semantic similarity
- learning goals
- semantic description
- group discussion
- distance learning
- school teachers
- web images
- ict tools
- virtual laboratories