Omid Noroozi

Wageningen University & Research

Netherlands

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Articles (19)

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2025

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2022

Collaborators (10)

Gianluca Demartini

Associate Professor

University of Queensland

AUSTRALIA

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Valentina C. Tassone

Wageningen University & Research

NETHERLANDS

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arjen wals

Personal Professor Transformative Learning for Socio-Ecological Sustainability

Wageningen University & Research

NETHERLANDS

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Seyyed Kazem Banihashem

Open Universiteit

NETHERLANDS

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Harm J. A. Biemans

NETHERLANDS

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Shazia Sadiq

Professor

University of Queensland

AUSTRALIA

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Pantelis Papadopoulos

Associate Professor

University of Twente

NETHERLANDS

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Fatemeh Ranjbaran

OMAN

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Dragan Gasevic

MONASH UNIVERSITY

AUSTRALIA

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Tim Stevens

Eindhoven University of Technology

NETHERLANDS

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Omid Noroozi

Research Interests

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Articles (19)

Consistency in providing peer feedback: the role of individual and situational factors

Enhancing peer feedback provision through user interface scaffolding: A comparative examination of scripting and self-monitoring techniques

Enriching online flipped classrooms with feedback strategies

Artificial Intelligence in higher education: Impact depends on support, pedagogy, human agency, and purpose

Educators’ perceptions of generative AI: Investigating attitudes, barriers and learning needs in higher education

Supporting peer learning with artificial intelligence: A systematic literature review

Can AI feedback stand alone for fostering students’ presentation performance? A comparison of AI-only versus teacher-supported AI feedback

A Critical Review of Using Learning Analytics for Formative Assessment: Progress, Pitfalls and Path Forward

Value-added digital game-based learning in K-12 science education: a systematic literature review

Identifying student profiles based on their attitudes and beliefs towards online education and exploring relations with their experiences and background

Students’ Argumentation Performance in Online Learning Environments: Bridging Culture and Gender

How does the type of online peer feedback influence feedback quality, argumentative essay writing quality, and domain-specific learning?

The intersection of epistemic beliefs and gender in argumentation performance

A SWOT analysis of ChatGPT: Implications for educational practice and research

The role of students’ epistemic beliefs for their argumentation performance in higher education

Developing early career teachers’ professional digital competence: a systematic literature review

Worked example or scripting? Fostering students’ online argumentative peer feedback, essay writing and learning

The effects of collaborative reasoning strategies on improving primary school students’ argumentative decision-making skills

The impacts of constructivist learning design and learning analytics on students’ engagement and self-regulation

Collaborators (10)

Gianluca Demartini

Valentina C. Tassone

arjen wals

Seyyed Kazem Banihashem

Harm J. A. Biemans

Shazia Sadiq

Pantelis Papadopoulos

Fatemeh Ranjbaran

Dragan Gasevic

Tim Stevens

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