Social Annotation in Agriculture Classrooms: Using Hypothesis to Promote Student Engagement

Authors

  • Matthew Gold The Ohio State University
  • Ashley Thompson The Ohio State University
  • Alexandra N. Salinas The Ohio State University
  • Jamie Gothard The Ohio State University
  • Kendall Moore The Ohio State University
  • Kellie Claflin The Ohio State University

DOI:

https://doi.org/10.56103/nactaj.v69iTT.318

Keywords:

Social Annotation, Agricultural Education, Classroom Teaching Tools

Downloads

Download data is not yet available.

References

Brown, M., & Croft, B. (2020). Social annotation and an inclusive praxis for open pedagogy in the college classroom. Journal of Interactive Media in Education, 2020(1), 1–8. https://doi.org/10.5334/jime.561

Ebner, H., Manouselis, N., Palmer, M., Enoksson, F., Palavitsinis, N., Kastrantas, K., & Naeve,

A. (2009). Learning object annotation for agricultural learning repositories. 2009 Ninth

IEEE International Conference on Advanced Learning Technologies, 438–442.

https://doi.org/10.1109/icalt.2009.34

Gao, F. (2013). A case study of using a social annotation tool to support collaboratively learning. The Internet and Higher Education, 17, 76–83. https://doi.org/10.1016/j.iheduc.2012.11.002

Kalir, J. (2022). The value of social annotation for teaching and learning: Promoting comprehension, collaboration and critical thinking with Hypothesis. Hypothesis. https://web.hypothes.is/research-white-paper/

Novak, E., Razzouk, R., & Johnson, T. E. (2012). The educational use of social annotation tools

in higher education: A literature review. The Internet and Higher Education, 15(1),

–49. https://doi.org/10.1016/j.iheduc.2011.09.002

Additional Files

Published

02/20/2026

How to Cite

Gold, M., Thompson, A., Salinas, A., Gothard, J., Moore, K., & Claflin, K. (2026). Social Annotation in Agriculture Classrooms: Using Hypothesis to Promote Student Engagement. NACTA Journal, 69(TT). https://doi.org/10.56103/nactaj.v69iTT.318