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D-Index & Metrics

Social Sciences and Humanities

D-Index
46
Citations
7587
World Ranking
3674
National Ranking
154

Overview

Omid Noroozi is affiliated with Wageningen University & Research in the Netherlands. Their research primarily spans the fields of Social Sciences, Psychology, and Computer Science, with a significant focus on Education and Developmental and Educational Psychology as main subfields. Their work also includes areas such as Computer Science Applications, Information Systems, and Artificial Intelligence.

The scientist's research concentrates on themes related to Innovative Teaching and Learning Methods, Online Learning and Analytics, Student Assessment and Feedback, and Online and Blended Learning. Additional topics covered in their work are Reflective Practices in Education, Educational Games and Gamification, as well as Education and Critical Thinking Development.

Recent papers authored by or co-authored with Omid Noroozi include the following titles:

  • A SWOT analysis of ChatGPT: Implications for educational practice and research (2023), published in Innovations in Education and Teaching International
  • Teachers' online teaching expectations and experiences during the Covid19-pandemic in the Netherlands (2020), published in European Journal of Teacher Education
  • The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance (2021), published in Computers & Education
  • A systematic review of the role of learning analytics in enhancing feedback practices in higher education (2022), published in Educational Research Review
  • Peer feedback or peer feedforward? Enhancing students' argumentative peer learning processes and outcomes (2021), published in British Journal of Educational Technology

Omid Noroozi frequently collaborates with several colleagues, including Seyyed Kazem Banihashem, H.J.A. Biemans, Mohammadreza Farrokhnia, Nafiseh Taghizadeh Kerman, and Stan van Ginkel.

Their research outputs are often published in notable venues such as Innovations in Education and Teaching International, Interactive Learning Environments, Education and Information Technologies, Computer-supported collaborative learning/\x98The \x9cComputer-Supported Collaborative Learning Conference, and International Journal of Educational Technology in Higher Education.

Best Publications

  • Argumentation-Based Computer Supported Collaborative Learning (ABCSCL): A Synthesis of 15 Years of Research.

    Omid Noroozi;Armin Weinberger;Harm J.A. Biemans;Martin Mulder

  • Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands

    Irene van der Spoel;Omid Noroozi;Ellen Schuurink;Stan van Ginkel

  • Using gamification to support learning English as a second language: a systematic review

    Hojjat Dehghanzadeh;Hashem Fardanesh;Javad Hatami;Ebrahim Talaee

  • Facilitating argumentative knowledge construction through a transactive discussion script in CSCL

    Omid Noroozi;Armin Weinberger;Harm J. A. Biemans;Martin Mulder

  • A systematic review of the role of learning analytics in enhancing feedback practices in higher education

    Unknown

  • Multicultural student group work in higher education: a study on challenges as perceived by students

    V. Popov;B. Brinkman;H.J.A. Biemans;M. Mulder

  • Relations between scripted online peer feedback processes and quality of written argumentative essay

    Omid Noroozi;Omid Noroozi;Harm J. A. Biemans;Martin Mulder

  • Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading

    Omid Noroozi;Omid Noroozi;Paul A. Kirschner;Paul A. Kirschner;Harm J.A. Biemans;Martin Mulder

  • The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance

    Mahboobe Mehrvarz;Elham Heidari;Mohammadreza Farrokhnia;Omid Noroozi

  • Feedback sources in essay writing: peer-generated or AI-generated feedback?

    Unknown

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

    Saeed Latifi;Omid Noroozi;Ebrahim Talaee

  • Multimodal data to design visual learning analytics for understanding regulation of learning

    Omid Noroozi;Omid Noroozi;Iman Alikhani;Sanna Järvelä;Paul A. Kirschner;Paul A. Kirschner

  • Facilitating Learning in Multidisciplinary Groups with Transactive CSCL Scripts.

    Omid Noroozi;Stephanie D. Teasley;Harm J. A. Biemans;Armin Weinberger

  • Using gamification to support learning in K-12 education: A systematic literature review

    Unknown

  • A systematic review on the impacts of game-based learning on argumentation skills

    Omid Noroozi;Hojjat Dehghanzadeh;Hojjat Dehghanzadeh;Ebrahim Talaee

  • Gender differences in students’ argumentative essay writing, peer review performance and uptake in online learning environments

    Unknown

  • Online peer feedback patterns of success and failure in argumentative essay writing

    Unknown

  • How does online peer feedback improve argumentative essay writing and learning

    Saeed Latifi;Omid Noroozi;Javad Hatami;Harm J.A. Biemans

  • Modeling teachers' and students’ attitudes, emotions, and perceptions in blended education: Towards post-pandemic education

    Unknown

  • Fostering oral presentation competence through a virtual reality-based task for delivering feedback

    Stan van Ginkel;Judith T. M. Gulikers;Harm J. A. Biemans;Omid Noroozi

  • Scripting for construction of a transactive memory system in multidisciplinary CSCL environments

    Omid Noroozi;Harm J.A. Biemans;Armin Weinberger;Martin Mulder

  • Students’ online argumentative peer feedback, essay writing, and content learning: does gender matter?

    Omid Noroozi;Javad Hatami;Arash Bayat;Stan van Ginkel

  • Computer-supported collaborative concept mapping: The effects of different instructional designs on conceptual understanding and knowledge co-construction

    Mohammadreza Farrokhnia;Héctor J. Pijeira-Díaz;Omid Noroozi;Javad Hatami

  • Differences in learning processes between successful and less successful students in computer-supported collaborative learning in the field of human nutrition and health

    Omid Noroozi;Harm J. A. Biemans;Maria C. Busstra;Martin Mulder

  • Perceptions and experiences of, and outcomes for, university students in culturally diversified dyads in a computer-supported collaborative learning environment

    Vitaliy Popov;Omid Noroozi;Jennifer B. Barrett;Harm J. A. Biemans

  • The effects of online peer feedback and epistemic beliefs on students’ argumentation-based learning

    Omid Noroozi;Javad Hatami

  • The effects of digital learning material on students’ mathematics learning in vocational education

    Diana P. Zwart;Johannes E. H. Van Luit;Omid Noroozi;Sui Lin Goei

Frequent Co-Authors

Harm J. A. Biemans
Harm J. A. Biemans Wageningen University & Research
Martin Mulder
Martin Mulder Wageningen University & Research
Paul A. Kirschner
Paul A. Kirschner Open University in the Netherlands
Armin Weinberger
Armin Weinberger Saarland University
Sanna Järvelä
Sanna Järvelä University of Oulu
Johannes E. H. Van Luit
Johannes E. H. Van Luit Utrecht University
Kathy Sylva
Kathy Sylva University of Oxford

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