Going Blended with a Triple-Entry Activity: Students’ Online Discussions of Assigned Readings using Marginalia

In this paper, we describe and investigate small group discussions of assigned readings in an online version of a “triple-entry activity” in a blended course used an annotation tool, Marginalia. We wondered if students would interact in this structured, critical, reflective reading activity as effectively online as they had when the activity was undertaken on paper in face-to-face classes. We investigated what happened, why, and if successful,...