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This study examined the use of annotation tools to support knowledge building discourse in an undergraduate education course involving 31 pre-service teachers. Quantitative analysis found that annotations accounted for about 1/3 of total contributions and increased over the semester as notes decreased. Social network analysis found that annotation networks had similar density to note networks, indicating annotations provided similar interaction and community-building. Qualitative analysis identified 16 purposes for annotations, most commonly expressing opinions, misunderstandings, and commenting on facts. The annotation tool allowed brief contributions to build on ideas without overloading the discussion space.
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