Unfolding knowledge co-construction processes through social annotation and online collaborative writing with text mining techniques

Despite the positive claims on pedagogical use of social annotation and online collaborative writing tools discussed in literature, most findings are derived from interviews or self-reported survey data. Very few studies probed deep into learning processes examined students’ digital traces artefacts they co-construct. In this study, we employed semantic network analysis techniques to examine how a tool (Diigo) coupled with an (Google Docs) affects outcomes. The results indicate that Diigo Google Docs helps enhance student engagement process concept connectivity quality text co-constructed by each group using is significantly higher than those Moodle’s forum. addition, level collaboration within correlates positively number vertices high lexical relevancy identified group.
 Implications for practice policy:
 
 Undergraduate students can their work.
 Course leaders could support activities, such as flipped inquiry learning, which required engage close reading co-construction artefacts.
 instructors consider measures clusters betweenness centrality assess