Social reading is a common practice of teaching in higher education. This paper introduces a study that integrated a social annotation technology and a scaffolding framework to support social reading in undergraduate classrooms. The framework, grounded in the computer-supported collaborative learning literature, specifies three participation roles—i.e., facilitator, synthesizer, and summarizer—that have distinct responsibilities in each week's social reading activities. Using Hypothesis, the social annotation technology, we piloted the framework in a fully online undergraduate course. To examine how the framework facilitated social interaction and knowledge construction, we applied social network analysis and content analysis to a rich dataset. Results revealed that students generally participated following the assigned roles. This study has practical implications for online teaching and collaborative learning in higher education.

社会阅读是高等教育教学中的常见做法。本文介绍了一项集成社交注释技术和脚手架框架以支持本科生课堂社交阅读的研究。该框架以计算机支持的协作学习文献为基础，指定了三种参与角色——即促进者、综合者和总结者——在每周的社交阅读活动中承担不同的职责。使用社会注释技术假设，我们在完全在线的本科课程中试用了该框架。为了研究该框架如何促进社交互动和知识构建，我们将社交网络分析和内容分析应用于丰富的数据集。结果显示，学生通常按照指定的角色参与。这项研究对高等教育的在线教学和协作学习具有实际意义。