Résumés
Abstract
Student readiness for university study cannot be assumed; the progression to become a successful student requires support. Highlighting the implementation of purposeful, accessible, and inclusive pedagogical design, this case study explores emergent academic literacies and community building using social annotation in the context of remote teaching and learning. This study analyses first year international students’ annotations in academic texts for indicators of learning and community in their asynchronous interactions with one another. Findings indicate that students were able to discern relevant aspects of meaning-making within their texts, pointing to developing academic literacies. Student threaded annotations, group work, and peer review demonstrated individual and shared learning developed over sustained engagement with one another. The study provides support for a curriculum that facilitates and supports novice scholar participation in university communities and discourses.
Keywords:
- academic literacies,
- community of inquiry,
- online learning,
- principles of inclusive pedagogy,
- social annotation
Résumé
On ne peut pas présumer que les étudiantes et étudiants sont prêts pour réussir ses études universitaires ; leur progression pour devenir des étudiantes et étudiants performants nécessite du soutien. Cette étude de cas met en avant la mise en oeuvre d’une conception pédagogique accessible et inclusive, et explore les nouvelles compétences universitaires émergentes et le développement de communauté en utilisant l’annotation sociale dans le contexte de l’enseignement et l’apprentissage à distance. Cette étude analyse les annotations d’étudiantes et étudiants internationaux de première année dans des textes universitaires afin d’identifier des indicateurs d’apprentissage et de communauté dans leurs interactions asynchrones les uns avec les autres. Les résultats indiquent que les étudiantes et étudiants étaient capables de discerner les aspects pertinents de la création de sens dans leurs textes, ce qui indique le développement des compétences universitaires. Leurs annotations, leurs travaux de groupe et l’évaluation par les pairs ont démontré un apprentissage individuel et partagé développé grâce à un engagement soutenu les uns envers les autres. L’étude apporte un appui aux programmes d’études qui facilitent et soutiennent la participation des chercheurs débutants aux communautés et aux discours universitaires.
Mots-clés :
- compétences universitaires,
- communauté d’enquête,
- enseignement en ligne,
- principes de la pédagogie inclusive,
- annotation sociale
Parties annexes
Bibliography
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