october 2012 - TOJET the Turkish online journal of educational ...

TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4
Audio 3.35 4 2.3% 18.6% 30.2% 39.5% 9.3%
Video 3.40 3 0.0% 14.0% 40.7% 37.2% 8.1%
Web-link 3.31 5 1.2% 18.6% 36.0% 36.0% 8.1%
Q (17.19.21.23.25): I think the annotation was easy to use.
Text 3.44 2 5.8% 10.5% 30.2% 40.7% 12.8%
Graphic 3.49 1 1.2% 8.1% 41.9% 38.4% 10.5%
Audio 3.34 4 2.3% 16.3% 34.9% 38.4% 8.1%
Video 3.40 3 0.0% 17.4% 34.9% 38.4% 9.3%
Web-link 3.33 5 1.2% 18.6% 34.9% 37.2% 8.1%
Note. SA: strongly agree; A: agree; U: undecided; D: disagree; SD: strongly disagree.
The learning satisfaction part mainly explored participants’ interest, their satisfaction with their learning
achievements, and their satisfaction with the interaction in terms of the five annotation functions of HME (text,
graphic, audio, video, and web-link annotation). Most of the participants thought that the “graphic” (M=3.53),
“text” (M=3.45), and “video” (M=3.44) annotations used in this class did increase their interest in the reading
materials. They also experienced more happiness in their learning.
For improving learners’ reading achievements and the interaction between learners and the content of the
materials, materials with “text”, “video”, and “graphic” annotations were considered useful. Text annotation was
the most popular. The ease of use of text, graphic, and video annotation may be the reason for the result that they
were the top three popular kinds of annotation while reading online. On the other hand, audio annotation was
considered the least useful.
Annotation
Function
M Rank SD
1
Table 11: Analysis of Learning Satisfaction
D
2
Q (26.29.32.35.38): Compared with those online materials that did not provide annotation mechanisms, materials
with annotation used in this class did increase my interest in the materials. I experienced more happiness in
learning.
Text 3.45 2 1.2% 9.3% 40.7% 40.7% 8.1%
Graphic 3.53 1 0.0% 10.5% 36.0% 43.0% 10.5%
Audio 3.33 5 1.2% 16.3% 39.5% 34.9% 8.1%
Video 3.44 3 0.0% 10.5% 41.9% 40.7% 7.0%
Web-link 3.37 4 0.0% 14.0% 40.7% 39.5% 5.8%
Q (27.30.33.36.39): Compared with those online materials that did not provide annotation mechanisms, materials
with annotation used in this class did improve my learning achievements.
Text 3.53 1 0% 9.3% 34.9% 48.8% 7.0%
Graphic 3.43 3 0% 12.8% 41.9% 34.9% 10.5%
Audio 3.31 5 1.2% 12.8% 44.2% 37.2% 4.7%
Video 3.42 2 0% 10.5% 43.0% 40.7% 5.8%
Web-link 3.41 4 0% 11.6% 44.2% 36.0% 8.1%
Q (28.31.34.37.40): A well-known saying is “Instruction is an interactive process among students, teachers and
learning materials”. The annotation used in this class did increase the interaction between the learners and the
content of the materials.
Text 3.52 1 0.0% 10.5% 36.0% 44.2% 9.3%
Graphic 3.45 2 0.0% 11.6% 39.5% 40.7% 8.1%
Audio 3.37 5 0.0% 11.6% 48.8% 30.2% 9.3%
Video 3.43 3 1.2% 9.3% 41.9% 40.7% 7.0%
Web-link 3.38 4 0.0% 14.0% 43.0% 33.7% 9.3%
Note. SA: strongly agree; A: agree; U: undecided; D: disagree; SD: strongly disagree.
According to the participants’ responses, text annotation was regarded as the most helpful and useful annotation
type, while graphic annotation was regarded as the easiest to use. However, web-link annotation was regarded as
the least helpful and the least useful. The learners also felt that audio annotation was effective and useful for
reading comprehension, but was not easy to use. In sum, the exploration of the attitudes of learners showed that
text annotation was thought to be the most useful type and that it can increase the interaction among learners and
materials, although graphic annotation was considered the easiest to use, and learners felt interested in making
graphic annotations because they got more happiness from it.
Copyright © The Turkish Online Journal of Educational Technology
U
3
A
4
SA
5
79