<p>The aim of the research was to investigate the effect of guidance methods on students’ performance, and it was hypothesized that this effect is manifested through students’ learning and perception. The aim was to investigate the effect of three guiding methods (open-ended questions; objective questions; and behavioral objectives) on students’ learning and perceptions of an educational technology course. In an experimental setting, three randomly selected groups of students (<i>n</i> = 41) responded to depth of knowledge test questions as a measure of learning and a measure of perceptions. Students in the intervention condition were given guiding methods to guide them in interacting with digital learning resources (DLR) using a social annotation tool (Diigo). In this way, all groups were motivated to learn independently, and students’ thinking processes were guided according to the three guiding methods. It was found that students in the open-ended questions intervention condition performed significantly better on depth of knowledge test questions, followed by the behavioral objectives intervention. Whereas, objective questions intervention students’ performance worse on the post-test. The results indicated the powerful nature of guiding methods and their positive impact on students’ perceptions and future intentions. The results suggest that Diigo’s collaborative guiding methods can be useful in web-based learning, and that considering guiding methods can improve student activity and motivation.</p>