https://orcid.org/0000-0002-0622-289X
Citations (43)
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Gülten Koşar. (2023) Online collaborative learning: does it improve college students’ critical reading skills?. Interactive Learning Environments 31:8, pages 5114-5126.
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Oluwafolakemi Grace. Ala, Hongtao Yang & Ayodeji A. Ala. (2023) Leveraging integrated peer-assisted learning clusters as a support for online learning. Interactive Learning Environments 31:6, pages 3744-3756.
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Anahuac Valero Haro, Omid Noroozi, Harm J. A. Biemans, Martin Mulder & Seyyed Kazem Banihashem. (2023) How does the type of online peer feedback influence feedback quality, argumentative essay writing quality, and domain-specific learning?. Interactive Learning Environments 0:0, pages 1-20.
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Emily Theophilou, Roberto Sanchez-Reina, Davinia Hernandez-Leo, Valguima Odakura, Ishari Amarasinghe & René Lobo-Quintero. (2023) The effect of a group awareness tool in synchronous online discussions: studying participation, quality and balance. Behaviour & Information Technology 0:0, pages 1-15.
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Seyyed Kazem Banihashem, Omid Noroozi, Harm J. A. Biemans & Valentina C. Tassone. (2023) The intersection of epistemic beliefs and gender in argumentation performance. Innovations in Education and Teaching International 0:0, pages 1-19.
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Saeed Latifi, Omid Noroozi & Ebrahim Talaee. (2023) Worked example or scripting? Fostering students’ online argumentative peer feedback, essay writing and learning. Interactive Learning Environments 31:2, pages 655-669.
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Eva-Lena Forslind, Stefan Hrastinski & Ingrid Forsler. (2023) Digital peer feedback on visual ideas: a study of eighth-grade students in visual art. Interactive Learning Environments 0:0, pages 1-18.
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Mohsen Bayat, Seyyed Kazem Banihashem & Omid Noroozi. (2022) The effects of collaborative reasoning strategies on improving primary school students’ argumentative decision-making skills. The Journal of Educational Research 115:6, pages 349-358.
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Xiaodong Zhang. (2022) Understanding the complexity and dynamics of web-based pre-class peer discussions experienced by L2 readers: a qualitative case study. Interactive Learning Environments 0:0, pages 1-15.
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Nafiseh Taghizadeh Kerman, Omid Noroozi, Seyyed Kazem Banihashem, Morteza Karami & Harm J.A. Biemans. (2022) Online peer feedback patterns of success and failure in argumentative essay writing. Interactive Learning Environments 0:0, pages 1-13.
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Xinquan Jin, Qiang Jiang, Weiyan Xiong, Yanan Feng & Wei Zhao. (2022) Effects of student engagement in peer feedback on writing performance in higher education. Interactive Learning Environments 0:0, pages 1-16.
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Pei-Shan Tsai. (2022) Research on information searching strategies in high school students’ quality of argumentative essay writing. Interactive Learning Environments 0:0, pages 1-19.
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Mehdi Badali, Javad Hatami, Mohammadreza Farrokhnia & Omid Noroozi. (2022) The effects of using Merrill’s first principles of instruction on learning and satisfaction in MOOC. Innovations in Education and Teaching International 59:2, pages 216-225.
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Omid Noroozi, Seyyed Kazem Banihashem, Nafiseh Taghizadeh Kerman, Marzieh Parvaneh Akhteh Khaneh, Maryam Babayi, Hadis Ashrafi & Harm J.A. Biemans. (2022) Gender differences in students’ argumentative essay writing, peer review performance and uptake in online learning environments. Interactive Learning Environments 0:0, pages 1-15.
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Saeed Latifi & Omid Noroozi. (2021) Supporting argumentative essay writing through an online supported peer-review script. Innovations in Education and Teaching International 58:5, pages 501-511.
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Ehud Tsemach & Anat Zohar. (2021) The intersection of gender and culture in argumentative writing. International Journal of Science Education 43:6, pages 969-990.
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Saeed Latifi, Omid Noroozi, Javad Hatami & Harm J.A. Biemans. (2021) How does online peer feedback improve argumentative essay writing and learning?. Innovations in Education and Teaching International 58:2, pages 195-206.
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Irene van der Spoel, Omid Noroozi, Ellen Schuurink & Stan van Ginkel. (2020) Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European Journal of Teacher Education 43:4, pages 623-638.
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Paulina Meza & Mauricio González. (2020) Construction and validation of the self-efficacy scale for disciplinary academic writing. Cogent Education 7:1.
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Articles from other publishers (24)
Nafiseh Taghizadeh Kerman, Seyyed Kazem Banihashem, Mortaza Karami, Erkan Er, Stan van Ginkel & Omid Noroozi. (2023) Online peer feedback in higher education: A synthesis of the literature. Education and Information Technologies.
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Ümit ÖZKANAL & Emine EREN GEZEN. (2023) STUDENTS’ ATTITUDES AND PERCEPTIONS OF E-FEEDBACK TYPES: ONLINE TEACHER FEEDBACK (OTF), ONLINE PEER FEEDBACK (OPF), AND AUTOMATED WRITING EVALUATION FEEDBACK (AWE). Journal of Advanced Education Studies 5, pages 53-79.
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Milou J. R. de Smet, Saskia Brand‐Gruwel & Paul A. Kirschner. (2023) Learning to use electronic outlining via observational learning: Effects on students' argumentative writing performance. Journal of Computer Assisted Learning 39:5, pages 1666-1689.
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Qiuchen Yu & Christian D. Schunn. (2023) Understanding the what and when of peer feedback benefits for performance and transfer. Computers in Human Behavior 147, pages 107857.
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Yeşim KARADAĞ & Seher YALÇIN. (2023) The impact of peer feedback on collaborative problem-solving skills in the online environmentThe impact of peer feedback on collaborative problem-solving skills in the online environment. International Journal of Assessment Tools in Education 10:3, pages 563-579.
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Chenze Wu, Yao-Wu Zhang & Albert W. Li. (2023) Peer feedback and Chinese medical students’ English academic writing development: a longitudinal intervention study. BMC Medical Education 23:1.
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Wenjing He & Ying Gao. (2023) Explicating peer feedback quality and its impact on feedback implementation in EFL writing. Frontiers in Psychology 14.
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Dominique-Esther Seroussi, Yehuda Peled, Rakefet Sharon, Nathan Rothschild, Osnat Halperin Barlev, Eyal Weissblueth & Gal Harpaz. (2023) ‘A Different Voice’ in Peer Feedback: Gender Specificity in Students’ Willingness to Provide Peer Feedback. Education Sciences 13:7, pages 654.
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Chen-Chen Liu, Shi-Jie Liu, Gwo-Jen Hwang, Yun-Fang Tu, Youmei Wang & Naini Wang. (2023) Engaging EFL students’ critical thinking tendency and in-depth reflection in technology-based writing contexts: A peer assessment-incorporated automatic evaluation approach. Education and Information Technologies.
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Yupeng Lin & Zhonggen Yu. (2023) A Bibliometric Analysis of Peer Assessment in Online Language Courses. Languages 8:1, pages 47.
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Wing Shui Ng & Guoxing Yu. (2021) The Impacts of Dialogic Interaction to Engage Students in Peer Assessment. The Asia-Pacific Education Researcher 32:1, pages 53-64.
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Fan Su, Di Zou & Haoran Xie. (2022) Integrating Different Group Patterns into Collaborative Argumentative Writing in the Shimo Platform. Technology, Knowledge and Learning.
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Lidon Moliner, Francisco Alegre & Gil Lorenzo-Valentín. (2022) Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School. Mathematics 10:13, pages 2360.
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Sanna Oinas, Risto Hotulainen, Satu Koivuhovi, Kristiina Brunila & Mari-Pauliina Vainikainen. (2022) Remote learning experiences of girls, boys and non-binary students. Computers & Education 183, pages 104499.
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Menglin Liao & Yuanxi Liao. (2022) Improving Chinese College Students’ Argumentative Writing: A Presentation-Assimilation-Discussion-Exercise Approach. Frontiers in Psychology 13.
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Ashraf Atta Mohamed S. Salem. (2022) Multimedia Presentations Through Digital Storytelling for Sustainable Development of EFL Learners’ Argumentative Writing Skills, Self-Directed Learning Skills and Learner Autonomy. Frontiers in Education 7.
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Mohammad H. Allaymoun & Samer M. Shorman. (2022) Individual Self-assessment Using Feedback System to Improve e-Learning in Case of Corona 19 Pandemic. International Journal of Information and Education Technology 12:8, pages 802-808.
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Oluwafolakemi Ala & Hongtao Yang. (2021) On Integrated Peer-Assisted Learning Clusters Among Students in a Nigerian University. International Journal of Information and Communication Technology Education 18:1, pages 1-14.
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Fan Su & Di Zou. (2021) Shimo-based collaborative argumentative writing: Do grouping patterns matter?. Shimo-based collaborative argumentative writing: Do grouping patterns matter?.
Hesamedin Gholami, Amir Alambeigi, Mohammadreza Farrokhnia, Omid Noroozi & Mostafa Karbasioun. (2020) The role of social capital in Iranian agricultural students' acquisition of generic skills. Higher Education, Skills and Work-Based Learning 11:2, pages 508-527.
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Saeed Latifi, Omid Noroozi & Ebrahim Talaee. (2021) Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes. British Journal of Educational Technology 52:2, pages 768-784.
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Oluwafolakemi Grace Ala, Hongtao Yang & Bamidele Kehinde Ala. (2021) Characteristics and comparison of peer-assisted learning interactions among university students in Harbin, China. Social Sciences & Humanities Open 4:1, pages 100164.
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Ghodratolah Khalifeh, Omid Noroozi, Mohammadreza Farrokhnia & Ebrahim Talaee. (2020) Higher Education Students’ Perceived Readiness for Computer-Supported Collaborative Learning. Multimodal Technologies and Interaction 4:2, pages 11.
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Zhenhao Cao, Shulin Yu & Jing Huang. (2019) A qualitative inquiry into undergraduates’ learning from giving and receiving peer feedback in L2 writing: Insights from a case study. Studies in Educational Evaluation 63, pages 102-112.
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