https://orcid.org/0000-0003-0420-7474
Citations (21)
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Jingjing Shao, Lu Cheng, Yansu Wang, Keru Li & Yanyan Li. (2023) How peer feedback with regulation scripts contributes to the development of critical thinking in dialogues: strengthening cognitive and affective feedback content. Interactive Learning Environments 0:0, pages 1-20.
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Fan Ouyang & Luyi Zheng. (2023) Embedding Prompts to Facilitate Small Groups’ Computer-Supported Collaborative Concept Mapping. International Journal of Human–Computer Interaction 0:0, pages 1-17.
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Omid Noroozi. (2023) The role of students’ epistemic beliefs for their argumentation performance in higher education. Innovations in Education and Teaching International 60:4, pages 501-512.
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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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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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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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Akbar Bahari & Leila Gholami. (2022) Challenges and affordances of reading and writing development in technology-assisted language learning. Interactive Learning Environments 0:0, pages 1-25.
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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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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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Articles from other publishers (9)
Omid Noroozi, Seyyed Kazem Banihashem, Harm J. A. Biemans, Mattijs Smits, Mariëtte T.W. Vervoort & Caro-Lynn Verbaan. (2023) Design, implementation, and evaluation of an online supported peer feedback module to enhance students’ argumentative essay quality. Education and Information Technologies.
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Fan Ouyang, Zifan Tang, Mengting Cheng & Zixuan Chen. (2023) Using an integrated discourse analysis approach to analyze a group's collaborative argumentation. Thinking Skills and Creativity 47, pages 101227.
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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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Fan Su & Di Zou. (2022) Applying Shimo-supported concept maps, mind maps, and argument maps to assist students’ argumentative writing. Applying Shimo-supported concept maps, mind maps, and argument maps to assist students’ argumentative writing.
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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María Fernanda Rodríguez, Miguel Nussbaum, Leyla Yunis, Tomás Reyes, Danilo Alvares, Jean Joublan & Patricio Navarrete. (2022) Using scaffolded feedforward and peer feedback to improve problem-based learning in large classes. Computers & Education 182, pages 104446.
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Nam Ju Kim & Min Kyu Kim. (2022) Teacher’s Perceptions of Using an Artificial Intelligence-Based Educational Tool for Scientific Writing. Frontiers in Education 7.
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Elaheh Hamed Mahvelati. (2021) Learners’ perceptions and performance under peer versus teacher corrective feedback conditions. Studies in Educational Evaluation 70, pages 100995.
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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?.