Search results for author:"Omid Noroozi"
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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 ...
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...
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....
Relations between scripted online peer feedback processes and quality of written argumentative essay
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...
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, ...
Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding through Adaptive Fading
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
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...
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...
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...
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 ...