Document Type
Article
Publication Date
2022
Publication Title
Scholarship of Teaching and Learning in Psychology
Abstract
Increasing engagement in asynchronous online courses is a goal for many college instructors. While discussion boards have been used in the past, social annotation is an alternative that may have multiple benefits for instructors and students. Students from an introductory psychology course (two sections) and a developmental psychology course (one section) used Perusall for social annotation with open educational resources. Over the semester, on average, students submitted quality annotations and more than what was required. Students also reported predominantly favorable perceptions of social annotation via a survey using both Likert scale and open-ended items. These findings are suggestive of student engagement in the online course. Practical implications of these findings and suggestions for further research are discussed.
DOI
10.1037/stl0000335
ISSN
2332-2101
Recommended Citation
Julie Lazzara and Virginia Clinton-Lisell. "Using Social Annotation to Enhance Student Engagement in Psychology Courses" (2022). Education, Health & Behavior Studies Faculty Publications. 78.
https://commons.und.edu/ehb-fac/78