Web-Based Annotation Learning System: Construction and Application


Nowadays many web-based learning materials are presented by hypertext, and the effect of on-line reading has been playing a chief role to the learning outcomes. However, with the information and networking technology changing, reading habits are much more different than before, and hypertext reading has some problems that impede reading efficiency. The research is based on the ground to develop a web-based “annotation learning system”. By using this web-based learning system as a strategy, learner can interact with learning materials and instructors, also make learner to actively explore contents. The result shows that students have high propensity to the system, and most of them feel the system is easy to use. Also, they have positive response that the system can facilitate reading on the hypertext.

Share and Cite:

Yueh, H. , Teng, Y. , Lin, W. , Wang, Y. & Hu, C. (2012). Web-Based Annotation Learning System: Construction and Application. Creative Education, 3, 1297-1300. doi: 10.4236/ce.2012.38189.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Chang, C.-C., Tseng, K.-H., Yueh, H.-P., & Lin, W.-C. (2011). Consideration factors and adoption of type, tabulation and framework for creating e-portfolios. Computers & Education, 56, 452-465. doi:10.1016/j.compedu.2010.09.006
[2] Liu, Z. (2005). Reading behavior in the digital environment: Changes in reading behavior over the past ten years. Journal of Documentation, 61, 700-712. doi:10.1108/00220410510632040
[3] Mcknight, C., Dillon, A., & Richardson, J. (1991). Hypertext in context. Cambridge, UK: Cambridge University.
[4] Morris, M. R., Brush, A. J. B., & Meyers, B. R. (2007). Reading revisited: Evaluating the usability of digital display surfaces for active reading tasks. Proceedings of the Second Annual IEEE International Workshop on Horizontal Interactive Human-Computer System, 1, 79- 86.
[5] Nist, S. L., & Hogrebe, M. C. (1987). The role of underlining and annotating in remembering textual information. Reading Research and Instruction, 27, 12-25. doi:10.1080/19388078709557922
[6] Nist, S. L. (1987). Teaching students to annotate and underline text effectively—Guidelines and procedures. College Reading and Learning Assistance Technical Report No. 87-02, Eric Document Reproduction Services No. ED281155.
[7] O’Hara, K. & Sellen, A. (1997). A comparison of reading paper and on-line documents. Proceedings of CHI 1997, Atlanta, 22-27 March 1997, 335-342.
[8] Shneiderman, B. (1998). Designing the user interface: Strategies for effective human (3rd ed.). Boston, MA: Addison Wesley Longman, Inc.
[9] Stone, N., & Miller, K. (1991). Developmental college reading: secrets of our success. Research & Teaching in Developmental Education, 7, 27-42.
[10] Walz, J. (2001). Reading hypertext: Lower-level processes. Canadian Modern Language Review, 57, 475-494. doi:10.3138/cmlr.57.3.475
[11] Waycott, J. & Kukulska-Hulme, A. (2003). Students’ experiences with PDAs for reading course materials. Personal and Ubiquitous Computing, 7, 30-43. doi:10.1007/s00779-002-0211-x
[12] Wiley, J., & Schooler, J.W. (2001). The mental web: Pedagogical and cognitive implications of the net. In C. R. Wolfe, (Ed.), Learning and teaching on the world wide web (pp. 243-257). San Diego, CA: Academic Press. doi:10.1016/B978-012761891-3/50015-1
[13] Yueh, H.-P., & Hsu, S. (2008). Designing a learning management system to support instruction, Communications of the ACM, 51, 59-63. doi:10.1145/1330311.1330324

Copyright © 2023 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.