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Online annotations are often characterized as improving three levels of comprehension: surface-based, text-based, and situation-based (Tseng et al., 2015). Surface-based comprehension meansthe students have sufficient grammatical knowledge and vocabulary to decode the meaning ofthe text. Text-based comprehension is a layer deeper and occurs when students cannot onlydecode the text, but can reproduce the essential information from the text. Finally, in thesituation-based comprehension level students can situate the textual information in otherknowledge and integrate it in a coherent manner (Tseng et al., 2015).
This focus on multi-layered comprehension aligns with constructivist learning theory, where students actively build knowledge by interacting with text and constructing meaning (Tseng et al., 2015). Online annotations facilitate this process by enabling students to engage with text at various levels, from decoding vocabulary (surface-based) to synthesizing information (situation-based).
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