O
Omid Noroozi
Researcher at Wageningen University and Research Centre
Publications - 92
Citations - 2411
Omid Noroozi is an academic researcher from Wageningen University and Research Centre. The author has contributed to research in topics: Argumentative & Collaborative learning. The author has an hindex of 20, co-authored 72 publications receiving 1441 citations. Previous affiliations of Omid Noroozi include University of Oulu & Tarbiat Modares University.
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Argumentation-Based Computer Supported Collaborative Learning (ABCSCL): A Synthesis of 15 Years of Research.
TL;DR: It is concluded that ABCSCL environments should be designed in a systematic way that takes the variety of specific conditions for learning into account and offers suggestions for educational practice and future research.
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Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands
TL;DR: In this article, the authors compared teachers' perception regarding their online teaching expectations and found that teachers were more concerned about their online learning experience than their offline learning experience, compared to their offline experience.
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Facilitating argumentative knowledge construction through a transactive discussion script in CSCL
TL;DR: The results showed that the transactive discussion script facilitates argumentative knowledge construction during discourse and learners assigned to the scripted condition acquired significantly more domain-specific and domain-general knowledge on argumentation than learners assign to the unscripted condition.
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Multicultural student group work in higher education: a study on challenges as perceived by students
TL;DR: The authors examined challenges inherent in multicultural student group work (MCSG) in higher education and the differences between students from different cultural backgrounds in how they perceive the importance of challenges in MCSG.
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Using gamification to support learning English as a second language: a systematic review
TL;DR: In this paper, gamification has been argued to be a fun and enjoyable method to support Learning English as a Second Language (LESL) and to ease the gap between students' learning and educational practice.