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Overall, the findings indicate Diigo as a promising tool for enhancing active reading in inquiry learning.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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􀀂􀀅􀀅􀀆􀀇􀀃􀀇􀀄􀀆􀀅􀀂􀀄􀀄􀀃􀀅 􀀁􀀉􀀋 􀀂􀀈􀀊􀀌􀀇􀀋􀀍 􀀃􀀅􀀄􀀋􀀈􀀇􀀈􀀆  \n􀀂􀀃 􀀊􀀆􀀄􀀐􀀑􀀎􀀆 􀀃􀀄􀀐􀀉􀀒􀀆 􀀆􀀋 􀀊􀀉􀀈􀀋􀀆􀀕 􀀇􀀐􀀑􀀅􀀆 􀀆􀀓􀀍􀀊􀀌􀀎􀀃􀀐􀀌􀀉􀀎􀀆 􀀏􀀑􀀎 􀀊􀀆􀀏 􀀌􀀑􀀐􀀉􀀊􀀏 􀀅􀀖􀀃􀀋􀀋􀀌􀀐􀀃􀀐􀀉􀀌􀀋 􀀆􀀋􀀇􀀆􀀅􀀈􀀃 􀀊􀀉􀀏􀀌 􀀇􀀒􀀂􀀊􀀊􀀌􀀃􀀈􀀎􀀆􀀍􀀍􀀂􀀅􀀃 􀀊􀀂􀀌 􀀇􀀑􀀃􀀈􀀋􀀏􀀄􀀎􀀃  \n􀀄􀀐􀀒􀀎􀀜􀀈􀀒 􀀅􀀘􀀕 􀀅􀀋􀀈 􀀆􀀍􀀌􀀓􀀈􀀐􀀑􀀌􀀒􀀔 􀀎􀀉 􀀃􀀎􀀍􀀊 􀀄􀀎􀀍􀀊􀀅􀀐􀀔􀀐􀀒􀀎 􀀃􀀌􀀒􀀎􀀕 􀀃􀀎􀀍􀀊 􀀄􀀎􀀍􀀊 􀀂􀀇􀀏􀀒􀀌􀀑􀀒 􀀆􀀍􀀌􀀓􀀈􀀐􀀑􀀌􀀒􀀔  \n􀀂􀀈􀀔􀀕􀀓􀀇􀀉􀀕  \nThis 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.  \n􀀁􀀃􀀅􀀆􀀄􀀃  \nCette étude vise à concevoir et à faciliter la lecture active chez les élèves du secondaire grâce à l’outil d'annotation en ligne Diigo. Deux classes avec des niveaux de rendement scolairedifférents ont été retenues afin qu’on examine leur manière d’annoter et leur perception de Diigo. Nous avons voulu déterminer si les deux classes diffèrent dans leur façon d’utiliser Diigo, leur perception de Diigo, et si leur manière d’utiliser Diigo était liée à leur perception. En utilisant les données d'annotation et d'enquêtes dans lesquelles les élèves relataient leur utilisation et leur perception de Diigo, nous avons constaté que, même si l'outil a facilité les annotations individuelles, les deux classes l’ont utilisé et perçu différemment. Dans l'ensemble, l'étude amontré que Diigo est un outil prometteur pour l'amélioration de la lecture active dans le processus d'apprentissage par enquête.  \n􀀃􀀄􀀅􀀈􀀗􀀇􀀃􀀂􀀈 􀀉􀀒􀀐􀀖 $􀀘 􀀙  \n􀀃􀀋􀀘􀀗􀀑􀀓􀀊􀀔􀀚 annotation behaviour, active reading, Diigo, students’ perception, computerassisted learning, inquiry learning.  \n􀀄􀀑􀀕􀀔􀀛􀀉􀀏􀀌􀀔􀀚 habitudes d'annotation, lecture active, Diigo, perception des élèves, enseignement assisté par ordinateur, apprentissage par l’enquête  \n􀀁􀀅􀀈􀀇􀀆􀀃􀀉􀀂􀀈􀀄􀀆􀀅  \nWith its close theoretical links to constructivist learning perspectives, inquiry-based learning has long been endorsed by educational researchers and practitioners (e.g. Blumenfeld, Soloway, Marx, Krajcik, Guzdial, & Palincsar, 1991; Edelson, Gordin, & Pea, 1999) and has been used by educators in a range of disciplines. Inquiry-based learning seeks to promote active learning by engaging students in authentic activities (Edelson, et al., 1999) and although, it has been referred to in different ways: discovery learning (e.g. Njoo & De Jong, 1993), problem-based learning (e.g. Savery & Duffy, 1995), and project-based learning (e.g. Blumenfeld, et al., 1991), the process of inquiry generally involves four steps: (1) formulating questions and generating hypothesis,(2) collecting data,(3) analyzing and interpreting evidence, and (4) drawing conclusions (Sung, Lin, Lee, & Chang, 2003) .  \nAlthough, research has demonstrated that inquiry-based learning supports active learning, students often find the task of gathering, analyzing, and interpreting data on their own to be challenging (Edelson, et al., 1999) . Students have to learn how to judge the accuracy, legitimacy and relevancy of various sources of information, and to compare and contrast information from these sources (Owens, Hester, & Teale, 2002). Thus, facilitating the process of gathering, analyzing, and presenting information is a critical issue in inquiry-based learning (Owens, et al., 2002) .  \nRecent developments in web-based technology can support inquiry-based learning by supporting access to online information (Blumenfeld, et al., 1991), structuring p","cbCaik1gytdjLVG4","https://ap.wps.com/l/cbCaik1gytdjLVG4","pdf",416312,16,"English","# Inquiry-based learning and annotation\n## Diigo in inquiry learning\n## Annotation as an active reading strategy\n## Evidence from prior research","[{\"question\":\"What was the purpose of using Diigo in this study?\",\"answer\":\"To support critical or active reading within inquiry-based learning by providing an online annotation tool for students.\"},{\"question\":\"How were students grouped and what variables were compared?\",\"answer\":\"Two classes with different academic performance levels were compared based on their Diigo annotation behavior and their perceptions of Diigo.\"},{\"question\":\"What did the study find about students’ use and perceptions of Diigo?\",\"answer\":\"Diigo facilitated individual annotations, but the two classes used and perceived it differently, indicating group differences in engagement.\"}]","Diigo and Active Reading in Inquiry Learning | PDF",1792087168]