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This study presents a shared document-based annotation tool, EDUCOSM. Usefulness of the system is empirically evaluated in a real-life collaborative learning context. Relationships between learner's self-rated use of learning strategies, cognitive outcomes, and completion of various tasks in the system are investigated. An empirical study (n=31) was conducted in order to investigate various dependencies between variables from precourse self-rated questionnaire, system log file data collected during the course and postcourse e-mail survey.