scispace - formally typeset
Search or ask a question
Author

Saeed Latifi

Other affiliations: Kharazmi University
Bio: Saeed Latifi is an academic researcher from Tarbiat Modares University. The author has contributed to research in topics: Argumentative & Peer feedback. The author has an hindex of 2, co-authored 6 publications receiving 28 citations. Previous affiliations of Saeed Latifi include Kharazmi University.

Papers
More filters
Journal ArticleDOI
TL;DR: This paper investigated the effects of unscripted, scripted and guided online peer feedback on students' argumentative essay writing, argumentative feedback quality and domain-specific knowledge acçusation.
Abstract: This study investigates the effects of unscripted, scripted and guided online peer feedback on students’ argumentative essay writing, argumentative feedback quality and domain-specific knowledge ac...

55 citations

Journal ArticleDOI
TL;DR: The authors compared the effects of worked example and scripting on students' argumentative peer feedback, essay and learning qualities, and found that worked examples and scripting had a negative effect on student's argumentative skills.
Abstract: This study compared the effects of worked example and scripting on students’ argumentative peer feedback, essay and learning qualities. Participants were 80 BSc students who were randomly divided o...

30 citations

Journal ArticleDOI
TL;DR: In this article, the authors compared the effects of support for peer feedback, peer feedforward and their combination on students' peer learning processes, argumentative essay quality and domain-specific learning.
Abstract: This study compared the effects of support for peer feedback, peer feedforward and their combination on students’ peer learning processes, argumentative essay quality and domain-specific learning. Participants were 86 BSc students who were randomly divided over 43 dyads. These dyads, in a two-factorial experimental design, were assigned to four conditions including: peer feedback (n = 22), peer feedforward (n = 22), mixed (n = 20) and control group (n = 22) conditions. An online peer feedback environment named EduTech was designed which allowed us to implement various types of support in the form of question prompts. In this online environment, students were asked to write an argumentative essay on a controversial topic, to engage in peer learning processes and to revise their essay. Overall, the results showed that students in the three experimental conditions (peer feedback, peer feedforward and their combination) benefited more than students in the control group condition (without any support) in term of peer learning processes, argumentative essay quality and domain-specific learning. However, there was no significant difference among the three experimental conditions. This implies that peer feedforward can be as important as peer feedback in collaborative learning environments which is often neglected both in theory and practice. Practitioner Notes What is already known about this topic? Writing argumentative essays is a common practice for higher education students in various disciplines which deal with controversial issues. Writing argumentative essay requires solid argumentation strategies which makes it a challenging task for higher education students. Additional instructional support is needed to help students write high-quality argumentative essays. What this paper adds? Peer learning is a promising instructional strategy for improving students’ argumentative essay writing and learning. Online support in the form of question prompts to guide students during peer learning can improve their argumentative essay writing and learning. Next to the peer feedback, peer feedforward is also a promising instructional approach to support students’ argumentative essay writing and learning. Implications for practice and/or policy Given the positive effects of peer learning processes, the use of peer feedback and peer feedforward should be given more attention by teachers to support students write high-quality argumentative essays for controversial issues. Teachers and educational designers should not only provide opportunities for students to engage in peer feedback processes (how I am doing?) but also in peer feedforward processes (where to next?).

24 citations

Journal ArticleDOI
TL;DR: The authors investigated the impact of an online peer-review script on students' argumentative peer review quality and argumentative essay writing, using a pre-and post-test experimental design.
Abstract: This study investigated the impact of an online peer-review script on students’ argumentative peer-review quality and argumentative essay writing. A pre- and post-test experimental design was used ...

11 citations

Book ChapterDOI
05 Sep 2016
TL;DR: Students who used simulation along with a concept map (group B) showed better learning than students who used only a simulation software.
Abstract: Concept map as an effective tool allows learners to deal with an in depth analysis rather than keeping more information which is transferred through lecture based teaching. Concept map also improves the efficiency of computer assisted simulation techniques in learning environments. This research especially focuses on effectiveness of a computer simulated environment and concept mapping and its effect on conceptual understanding of science. In this study, we selected 60 high school students and divided them into two groups (30 students in Group A and 30 students in Group B). The goal of this research is to investigate how the concept maps influence the learning of Direct Current (DC) concept in electric circuits. We collected data by using Determining and Interpreting Resistive Electric Circuit Concepts Test (DIRECT). Covariance analysis indicates significant difference between two groups. Adjusted pretest scores also approve the significant effect of learning with simulation plus concept map in comparison with the sole simulation among learners (Partial eta Squared = 0.08; F = 4.84; p < 0.03). We conclude that students who used simulation along with a concept map (group B) showed better learning than students who used only a simulation software.

3 citations


Cited by
More filters
01 Jan 2016
TL;DR: The cambridge handbook of the learning sciences is universally compatible with any devices to read and an online access to it is set as public so you can download it instantly.
Abstract: the cambridge handbook of the learning sciences is available in our digital library an online access to it is set as public so you can download it instantly. Our books collection spans in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the the cambridge handbook of the learning sciences is universally compatible with any devices to read.

1,059 citations

Journal ArticleDOI
TL;DR: The authors compared the effects of worked example and scripting on students' argumentative peer feedback, essay and learning qualities, and found that worked examples and scripting had a negative effect on student's argumentative skills.
Abstract: This study compared the effects of worked example and scripting on students’ argumentative peer feedback, essay and learning qualities. Participants were 80 BSc students who were randomly divided o...

30 citations

Journal ArticleDOI
TL;DR: In this article, the mediating role of digital informal learning between higher education students' digital competence and their academic performance was investigated, and the results showed that digital competence had a positive effect on student's academic performance.
Abstract: Students' digital competencies are important for their academic performance. Although scholars have highlighted the importance of students' digital informal learning in developing their digital competence, the mediating role of digital informal learning between digital competence and academic performance have remained unexplored. Thus, this study aimed to investigate the mediating role of digital informal learning between higher education students' digital competence and their academic performance. The data were collected from 319 students from Shiraz University in Iran. Data were analysed using structural equation modeling via AMOS. The result showed a positive effect of the students' digital competence on their digital informal learning and academic performance. Moreover, digital informal learning as the mediator variable had a positive effect on the relationship between digital competence and students' academic performance. In conclusion, to improve students’ academic performance, educators and curriculum designers should consider both their digital competence and their digital informal learning.

28 citations

Journal ArticleDOI
TL;DR: ChatGPT as mentioned in this paper is an AI tool that has sparked debates about its potential implications for education, and the SWOT analysis framework was used to outline ChatGPT's strengths and weaknesses and to discuss its opportunities for and threats to education.
Abstract: ChatGPT is an AI tool that has sparked debates about its potential implications for education. We used the SWOT analysis framework to outline ChatGPT’s strengths and weaknesses and to discuss its opportunities for and threats to education. The strengths include using a sophisticated natural language model to generate plausible answers, self-improving capability, and providing personalised and real-time responses. As such, ChatGPT can increase access to information, facilitate personalised and complex learning, and decrease teaching workload, thereby making key processes and tasks more efficient. The weaknesses are a lack of deep understanding, difficulty in evaluating the quality of responses, a risk of bias and discrimination, and a lack of higher-order thinking skills. Threats to education include a lack of understanding of the context, threatening academic integrity, perpetuating discrimination in education, democratising plagiarism, and declining high-order cognitive skills. We provide agenda for educational practice and research in times of ChatGPT.

26 citations

Journal ArticleDOI
TL;DR: In this article, the authors compared the effects of support for peer feedback, peer feedforward and their combination on students' peer learning processes, argumentative essay quality and domain-specific learning.
Abstract: This study compared the effects of support for peer feedback, peer feedforward and their combination on students’ peer learning processes, argumentative essay quality and domain-specific learning. Participants were 86 BSc students who were randomly divided over 43 dyads. These dyads, in a two-factorial experimental design, were assigned to four conditions including: peer feedback (n = 22), peer feedforward (n = 22), mixed (n = 20) and control group (n = 22) conditions. An online peer feedback environment named EduTech was designed which allowed us to implement various types of support in the form of question prompts. In this online environment, students were asked to write an argumentative essay on a controversial topic, to engage in peer learning processes and to revise their essay. Overall, the results showed that students in the three experimental conditions (peer feedback, peer feedforward and their combination) benefited more than students in the control group condition (without any support) in term of peer learning processes, argumentative essay quality and domain-specific learning. However, there was no significant difference among the three experimental conditions. This implies that peer feedforward can be as important as peer feedback in collaborative learning environments which is often neglected both in theory and practice. Practitioner Notes What is already known about this topic? Writing argumentative essays is a common practice for higher education students in various disciplines which deal with controversial issues. Writing argumentative essay requires solid argumentation strategies which makes it a challenging task for higher education students. Additional instructional support is needed to help students write high-quality argumentative essays. What this paper adds? Peer learning is a promising instructional strategy for improving students’ argumentative essay writing and learning. Online support in the form of question prompts to guide students during peer learning can improve their argumentative essay writing and learning. Next to the peer feedback, peer feedforward is also a promising instructional approach to support students’ argumentative essay writing and learning. Implications for practice and/or policy Given the positive effects of peer learning processes, the use of peer feedback and peer feedforward should be given more attention by teachers to support students write high-quality argumentative essays for controversial issues. Teachers and educational designers should not only provide opportunities for students to engage in peer feedback processes (how I am doing?) but also in peer feedforward processes (where to next?).

24 citations