Students’ Knowledge Construction in Computer-Supported Learning Environments: A Comparative Study in the Domain of Nutritional Research Methodology Education

Omid Noroozi; Harm Biemans; Martin Mulder; Mohammad Chizari

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

Omid Noroozi; Armin Weinberger; Harm J.A. Biemans; Martin Mulder; Mohammad Chizari

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 ...

Language: English

Facilitating argumentative knowledge construction through a transactive discussion script in CSCL

Omid Noroozi; Armin Weinberger; Harm J.A. Biemans; Martin Mulder; Mohammad Chizari

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 ...

Language: English

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

Omid Noroozi; Simon McAlister; Martin Mulder

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...

Relations between scripted online peer feedback processes and quality of written argumentative essay

Omid Noroozi; Harm Biemans; Martin Mulder

Internet and Higher Education Vol. 31, No. 1 (October 2016) pp. 20–31

Teachers often complain about the quality of students' written essays in higher education. This study explores the relations between scripted online peer feedback processes and quality of written argumentative essay as they occur in an authentic...

Language: English

Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding through Adaptive Fading

Omid Noroozi; Paul A. Kirschner; Harm J. A. Biemans; Martin Mulder

Educational Psychology Review Vol. 30, No. 1 (2018) pp. 153–176

Argumentation is fundamental for many learning assignments, ranging from primary school to university and beyond. Computer-supported argument scaffolds can facilitate argumentative discourse along with concomitant interactive discussions among...

The Effects of Digital Learning Material on Students' Mathematics Learning in Vocational Education

Diana P. Zwart; Johannes E. H. Van Luit; Omid Noroozi; Sui Lin Goei

Cogent Education Vol. 4, No. 1 (2017)

This study investigates the effects of Digital Learning Material (DLM) including instructional clips, online guidance, structuring of content, and a collaboration tool on students' mathematics learning in Dutch vocational education. A pretest...

Scripting for construction of a transactive memory system in multidisciplinary CSCL environments

Omid Noroozi; Harm J.A. Biemans; Armin Weinberger; Martin Mulder; Mohammad Chizari

Learning and Instruction Vol. 25, No. 1 (June 2013) pp. 1–12

Establishing a Transactive Memory System (TMS) is essential for groups of learners, when they are multidisciplinary and collaborate online. Environments for Computer-Supported Collaborative Learning (CSCL) could be designed to facilitate the TMS....

Language: English

Fostering oral presentation competence through a virtual reality-based task for delivering feedback

Stan van Ginkel; Judith Gulikers; Harm Biemans; Omid Noroozi; Mila Roozen; Tom Bos; Richard van Tilborg; Melanie van Halteren; Martin Mulder

Computers & Education Vol. 134, No. 1 (June 2019) pp. 78–97

While previous studies have stressed the importance of feedback delivered by experts, it is unclear whether students' oral presentation competence can be fostered through innovative technology for delivering feedback. This experimental study...

Language: English

Facilitating Learning in Multidisciplinary Groups with Transactive CSCL Scripts

Omid Noroozi; Stephanie D. Teasley; Harm J. A. Biemans; Armin Weinberger; Martin Mulder

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...