Recent papers

Li, M., & Zhang, M. (2024). Embedding Digital Literacies in the Language Teacher Education Curriculum: Pre-Service and In-Service Teachers’ Perspectives. CALICO Journal.
Mitsaki, C. (2024). Fostering Criticality and Engagement through Collaborative Online Annotation. In IATEFL 2023 Harrogate Conference: Conference Selections (pp. 51-53). IATEFL.
Villalobos-Benavides, V. (2024). Implementação de uma Plataforma de Experiências de Aprendizagem com profissionais de Orientação: Uma proposta a partir do enfoque de Aprendizagem Ativa. Revista Innovaciones Educativas, 26(41), 180-196. Read in english.
Johnson, S., & Casapao, A. M. (2024). Do Great Minds Think Alike? Leveraging Social Annotation to Promote Critical Thinking in Scientific Papers. American Journal of Pharmaceutical Education, 88(9).
Pedroza, K. G. D. (2024). Perusall as a Technique to Foster Reading Comprehension in English for Second-Semester Students of the Bachelor's Degree in English Language Teaching. Facing the Challenges of Language Learning and Teaching in a Changing World, 78.
Sigmon, A. J., Lee, E., & Bodek, M. (2024). Transforming Student Interactions with Flipped Content from an Isolated, Passive Activity into a Collaborative and Engaging Endeavor. Journal of Chemical Education.
Rajaraman, G., Fernandes, N., & Sinnayah, P. (2024). Engaging first year biomedical students with scientific literature via the innovative Perusall online reading platform. Journal of Block and Intensive Learning and Teaching, 2(2), 29-29.
Bermejo, C. N. Capítulo 29 Mediacíon en el aula de ele: herramientas digitales en la evaluación dinámica.
Benavides, V. V. (2024). Implementación de una plataforma de experiencias de aprendizaje con profesionales de la Orientación: Una propuesta desde el enfoque de aprendizaje activo. Innovaciones educativas, 26(41), 180-196.
Ng, C. H., & Cheung, Y. L. (2024). Digital Social Reading in Second Language Learning and Teaching: Synthesis of Current Research and Pedagogical Practices. Journal of English and Applied Linguistics, 3(1), 4.
Zhu, G., Zhong, T., Du, H., Zheng, J., Huang, X., Li, S., & Hou, C. (2024). Are Your Top Social Annotation Friends Also Your Offline Group Members?. In Clarke-Midura, J., Kollar, I., Gu, X., & D'Angelo, C. (Eds.), Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning - CSCL 2024 (pp. 381-382). International Society of the Learning Sciences.
Gomes de Oliveira Neto, F., & Dobslaw, F. (2024). Building Collaborative Learning: Exploring Social Annotation in Introductory Programming. arXiv e-prints, arXiv-2407.
Jim, C., Campusano, J., Tadal, S., & Niño, D. (2024). Use of Social Learning Tools Improves Engagement and Performance in Undergraduate Medical Physiology Education. Physiology, 39(S1), 1137.
Tp, P., Sulthana, U., & Parkavi, A. (2024, April). Enhancing Educational Content Interaction: A Case Study on the Integration of Annotation and Video Recommendation Systems. In 2024 IEEE 9th International Conference for Convergence in Technology (I2CT) (pp. 1-5). IEEE.
Muyang, C. A. (2024). Social platforms as tools for inclusive pedagogy: Case of Perusall for collaborative reading. Annals of Social Sciences & Management Studies, 10(3), 555788. https://doi.org/10.19080/ASM.2024.10.555788
McNeil, L., & Egbert, J. (2024). Digital social reading in CALL teacher education. Language Learning & Technology, 28(1), 1–13. https://hdl.handle.net/10125/73556
Bergbower, M. L., & Valdes, J. (2024). Classroom and Student Experiences with Perusall. Journal of Political Science Education, 1–6.
Li, S., Huang, X., Lin, L., Fu, C. (2024). Exploring influential factors in peer upvoting within social annotation. British Journal of Educational Technology.
Lin, L., Li, S., Huang, X., & Chen, F. (2024). Longitudinal changes of student engagement in social annotation. Distance Education. 1-19.
Craig, C. & Kay, R. (2024). A Systematic Review of the Perusall Application: Exploring the Benefits and Challenges of Social Annotation Technology in Higher Education. INTED2024 Proceedings, pg. 7566-7574. Presented at 18th International Technology, Education and Development Conference.
Lauricella, S., Craig, C., & Kay, R. (2024). Shifting Reading into a Socially Constructed Activity: A Case Study on the Benefits and Challenges of Using Perusall. Journal of Educational Informatics, 4(2), 32–44.
Beldhuis, H. (2024, Feb 13). Collaborative Reading in a Flipped Classroom Design. Onderwijskennis NRO.
Perusall, Español con la herramienta colaborativa. (2024). "Capitulo 7 Diseño y resultados de una tarea sobre fraseología y creatividad en español con la herramienta coloaborativa Perusall" Elvira manero Richard. 81.
Follette, Katherine. (2024). Experiences with the Digital Collaborative Annotation Tool Perusall. 243rd Meeting of the American Astronomical Society, id. 142.07. Bulletin of the American Astronomical Society, Vol. 56, No. 2 e-id 2024n2i142p07
Li, S., Huang, X., Zhu, G., Du, H., Zhong, T., Chenyu, H., Zheng, J. (2024). Exploring behavioural patterns and their relationships with social annotation outcomes, Journal of Computer Assisted Learning published by John Wiley & Sons Ltd. https://doi.org/10.1111/jcal.12958.
Huang, X. Wu, H. Liu, X., Lajoie, S. (2024). Examining the Role of Peer Acknowledgements on Social Annotations: Unraveling the Psychological Underpinnings. arXiv:2401.12956 [cs.HC].

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