Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction

Noroozi, Omid; Mulder, Martin

doi:10.1002/bmb.20981

Cited by 61 publications

(66 citation statements)

References 26 publications

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“…This implies that asking to engage in peer learning without appropriate support does not meet the potential of peer learning processes. Previous findings also suggest to support students (eg, using tutorials, checklists, question prompts, scripts, templates and sentence openers) when asking them to engage in peer learning processes (see Gielen & De Wever, 2015; Latifi et al ., 2019; Min, 2005; Noroozi et al ., 2016; Noroozi, Hatami, et al ., 2018; Panadero, Romero, & Strijbos, 2013). The EduTech environment allowed us to embed different form of question prompts to support students with peer feedback, peer feedforward and their combination towards achieving the desired mode of peer learning processes.…”

Section: Discussionmentioning

confidence: 99%

“…Peer learning can be conducted in real educational settings by equal‐status students who are not professional teachers trying to help each other and paying compliments on their knowledge to learn together (Topping, 2005). Peer learning has recently been used as a highly flexible and applicable strategy for improving a wide variety of processes or outcomes of task performance, including improving quality of students’ writing (Huisman, Saab, van den Broek, & van Driel, 2018; Ion, Barrera‐Corominas, & Tomàs‐Folch, 2016; Min, 2006; Topping, 2009) and domain‐specific learning (Latifi et al ., 2019; Noroozi & Mulder, 2017; Valero Haro, Noroozi, Biemans, & Mulder, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…The effectiveness of peer learning has been widely reported in various empirical studies (see Noroozi & Mulder, 2017). With practice through peer learning, students are enabled to promote their ability to detect, diagnose and solve writing problems (Liu & Carless, 2006; Patchan & Schunn, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes

Latifi¹,

Noroozi²,

Talaee

2021

Brit J Educational Tech

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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. 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?).

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes

Latifi¹,

Noroozi²,

Talaee

2021

Brit J Educational Tech

Self Cite

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“…CSCL environments can promote students' content understanding and domain-specific knowledge acquisition [6][7][8][9][10][11], contribute to students' motivation [12,13], foster development of higher-order thinking skills and metacognitive skills [14], and enhance the development of prosocial behavior, such as showing empathy and helping others [15].…”

Section: Introductionmentioning

confidence: 99%

Higher Education Students’ Perceived Readiness for Computer-Supported Collaborative Learning

Khalifeh

Noroozi

Farrokhnia

et al. 2020

MTI

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The purpose of this research was to study the perceived readiness of higher education students for computer-supported collaborative learning (CSCL). Moreover, the role of important demographic variables, such as gender, major of study, and computer ownership, was examined in students' perceived readiness and its sub-scales. The data was collected from 326 higher education students of four study groups from a state university in Iran. MANOVA analysis was conducted to explore the possible role of the demographic variables in students' perceived readiness for CSCL. Most of the participants showed high readiness for CSCL. The male participants demonstrated more online learning aptitude compared to females. A statistically significant difference was found in the online learning aptitude of the respondents majoring in engineering and basic sciences with the rest of the participants. Furthermore, the students with a personal computer, laptop, or tablet demonstrated higher levels of readiness for CSCL and online learning aptitude.

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“…'social inclusion' -from playing an active part in one's neighbourhood and community to maintaining one's personal finances (Selwyn & Facer 2007, p.9). Such social inclusion could unfold in different formats especially in online platforms ranging from daily exchanges of information to argumentation, counter-argumentation and reasoning in different social networking sites (see Coffey, 2017;Ginkel et al, 2019;Huda et al, 2017;Noroozi, 2017;Noroozi & Hatami, 2018;Noroozi & Mulder, 2017;Noroozi et al, 2011Noroozi et al, , 20122013a, 2013b, 2013c, 2016, 2019a, 2019bValero Haro et al, 2018, 2019Verstege et al, 2019). Stewart (2000) defines 'social inclusion' as a matter not only of access to new technologies and resources but also of 'participation in the determination of both individual and collective life chances' (Stewart, 2000, p.256).…”

Section: Introductionmentioning

confidence: 99%

Re-Conceptualization of Digital Divide among Primary School Children in an Era of Saturated Access to Technology

Talaee

Noroozi

2019

iejee

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This study conceptualizes "digital divide" among school children. The concept of digital divide is elaborated on the basis of the layers of technology adoption such as "access", "effective use" and "the social envelope" around children's use of home computers. In this study, a theoretical framework of "digital divide" is proposed consisting of social, economic, individual and cultural aspects of the digital divide among children. This theoretical framework suggests that socioeconomic status effect goes beyond ownership and extends into meaningful education use of home computers. We argue that inequalities among children can strongly be affected by the economic/social/cultural environment around home computing i.e. parents' computing practices at home and the home learning environment. As a result, we argue that access to a supportive 'social envelope' is the area in which most digital inequalities exist rather than the physical access to the hardware or even usage time

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Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction

Cited by 61 publications

References 26 publications

Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes

Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes

Higher Education Students’ Perceived Readiness for Computer-Supported Collaborative Learning

Re-Conceptualization of Digital Divide among Primary School Children in an Era of Saturated Access to Technology

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