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

中文翻译：

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通过社会注释和在线协作写作与文本挖掘技术展开知识共建过程

尽管文献中讨论了社会注释和在线协作写作工具的教学使用的积极主张，但大多数发现来自访谈或自我报告的调查数据。很少有研究深入探讨学习过程并检查学生的数字痕迹和他们共同构建的人工制品。在这项研究中，我们采用语义网络分析技术来检查社交注释工具 (Diigo) 与在线协作写作 (Google Docs) 的使用如何影响学生的学习成果。结果表明，Diigo 与 Google Docs 结合使用有助于提高学生在协作过程中的参与度，并且每个小组使用 Diigo 与 Google Docs 共同构建的文本的概念连接性和质量明显高于使用 Moodle 论坛的小组. 此外，组内的协作水平与每个组共同构建的文本语义网络中识别的具有高词汇相关性的顶点数量正相关。对实践和政策的启示：本科生可以使用 Diigo 和 Google Docs 来加强他们的协作工作。课程负责人可以使用 Diigo 和 Google Docs 来支持学习活动，例如翻转学习或协作探究学习，其中要求学生进行仔细阅读和人工制品的共同构建。课程教师可以考虑使用语义度量，例如集群数量和中介中心性来评估学生共同构建的人工制品的质量。