Reading Actively Online: An Exploratory Investigation of Online Annotation Tools for Inquiry Learning.

This study seeks to design and facilitate active reading among secondary school students with an online annotation tool – Diigo. Two classes of different academic performance levels were recruited to examine their annotation behavior and perceptions of Diigo. We wanted to determine whether the two classes differed in how they used Diigo; how they perceived Diigo; and whether how they used Diigo was related to how they perceived it. Using annotation data and surveys in which students reported on their use and perceptions of Diigo, we found that although the tool facilitated individual annotations, the two classes used and perceived it differently. Overall, the study showed Diigo to be a promising tool for enhancing active reading in the inquiry learning process. Cette etude vise a concevoir et a faciliter la lecture active chez les eleves du secondaire grâce a l’outil d'annotation en ligne Diigo. Deux classes avec des niveaux de rendement scolaire differents ont ete retenues afin qu’on examine leur maniere d’annoter et leur perception de Diigo. Nous avons voulu determiner si les deux classes different dans leur facon d’utiliser Diigo, leur perception de Diigo, et si leur maniere d’utiliser Diigo etait liee a leur perception. En utilisant les donnees d'annotation et d'enquetes dans lesquelles les eleves relataient leur utilisation et leur perception de Diigo, nous avons constate que, meme si l'outil a facilite les annotations individuelles, les deux classes l’ont utilise et percu differemment. Dans l'ensemble, l'etude a montre que Diigo est un outil prometteur pour l'amelioration de la lecture active dans le processus d'apprentissage par enquete.