The general trend is that students who report improved socioemotional outcomes also show suggestions of increased activity in collaborative tools relative to their peers.
Another positive outcome from students taking courses with collaborative assignments.
In this sample, 1,868 students enrolled in at least one undergraduate class with, and at least one undergraduate class without, some form of collaborative activity (peer review, Piazza, CourseNetworking, etc.), not including discussions.
Interesting: Discussions are excluded from collaborative activies.
Similarly, social annotation tools such as Hypothesis provide opportunities for students and instructors to interactively engage in a shared resource of interest wherein problems, challenges, and insights can be discussed.
Mention of Hypothesis social annotation as a site for teacher/learner engagement.
We estimate that students performed 1.16% points (95% HDI [0.65–1.66]) better in their undergraduate courses with collaborative activities, compared with the same students’ performance in undergraduate courses without collaborative activities.
Interesting positive student success finding for courses with collaborative assignments.
Lately, metrics related to social usage and online comment have gained momentum — F1000Prime was established in 2002, Mendeley in 2008, and Altmetric.com (supported by Macmillan Science and Education, which owns Nature Publishing Group) in 2011.
See altmetrics.
Holcombe, A. (2020, September 30). Conventional journal rankings—Fight them! Medium. https://medium.com/@ceptional/conventional-journal-rankings-fight-them-9c6db600b0dd
Ferres, L. (2020 April 10). COVID19 mobility reports. Leo's Blog. https://leoferres.info/blog/2020/04/10/covid19-mobility-reports/