Search results for author:"Omid Noroozi"
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Students’ Knowledge Construction in Computer-Supported Learning Environments: A Comparative Study in the Domain of Nutritional Research Methodology Education
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 2506–2513
This study was designed to investigate students’ knowledge construction in computer-supported learning environments within the domain of nutritional research methodology education. A 2x2 design study was conducted with four groups: CSCL/TB, CSCL/TD, ...
Timing of Information Presentation in Interactive Digital Learning Material Affects Student’s Learning Outcomes and Appreciation of the Material: a Pilot Study in the Domain of Nutritional Research Education
Maria C Busstra; Anouk Geelen; Omid Noroozi; Harm J.A. Biemans; Jeanne H.M. de Vries; Pieter van 't Veer
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 3091–3100
Interactive digital learning material was developed – in the context of the EURRECA Network of Excellence - to assist students in obtaining insight into the principles of evaluation studies within nutritional research. The material contains a...
Argumentation-Based Computer Supported Collaborative Learning (ABCSCL): A synthesis of 15 years of research
Educational Research Review Vol. 7, No. 2 (June 2012) pp. 79–106
Learning to argue is an essential objective in education; and online environments have been found to support the sharing, constructing, and representing of arguments in multiple formats for what has been termed Argumentation-Based Computer Supported ...
Computers & Education Vol. 61, No. 1 (February 2013) pp. 59–76
Learning to argue is prerequisite to solving complex problems in groups, especially when they are multidisciplinary and collaborate online. Environments for Computer-Supported Collaborative Learning (CSCL) can be designed to facilitate argumentative ...
Online Discussion Compensates for Suboptimal Timing of Supportive Information Presentation in a Digitally Supported Learning Environment
Omid Noroozi; Maria C. Busstra; Martin Mulder; Harm J. A. Biemans; Hilde Tobi; Anouk Geelen; Pieter van't Veer; Mohammad Chizari
Educational Technology Research and Development Vol. 60, No. 2 (April 2012) pp. 193–221
This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and...
Impacts of a Digital Dialogue Game and Epistemic Beliefs on Argumentative Discourse and Willingness to Argue
The International Review of Research in Open and Distributed Learning Vol. 17, No. 3 (May 16, 2016)
The goal of this study was to explore how students debate with their peers within a designed context using a digital dialogue game, and whether their epistemic beliefs are significant to the outcomes. Epistemic beliefs are known to colour student...
International Journal of Computer-Supported Collaborative Learning Vol. 8, No. 2 (June 2013) pp. 189–223
Knowledge sharing and transfer are essential for learning in groups, especially when group members have different disciplinary expertise and collaborate online. Computer-Supported Collaborative Learning (CSCL) environments have been designed to...