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Omid Noroozi wins Most Promising Publication Award of WASS

posted 13 Jun 2013, 06:12 by ICO Education
Dr Omid Noroozi has won the ‘Most Promising Publication Award 2012′ of the Wageningen Graduate School of Social Sciences (WASS) for the article Noroozi, O., Weinberger, A., Biemans, H.J.A., Mulder, M., & Chizari, M. (2012). Argumentation-based computer supported collaborative learning (ABCSCL). A systematic review and synthesis of fifteen years of research. Educational Research Review, 7(2), 79-106. This publication can be found at:


http://www.sciencedirect.com/science/article/pii/S1747938X11000522

Jury report
The jury, consisting of Rob King, professor of Applied Economics, University of Minnesota and member of the WASS International Advisory Board, Laan van Staalduinen, Director of the Social Sciences Group, and Arthur Mol, Director of WASS, received quite a number of eligible submissions for the Most Promising WASS Publication for first authors under 35. They were extremely pleased with the high quality of the submissions and the wide spreading over various WASS groups and disciplines. So it was a joy to read all the submissions; however, it made the selection of the winners very difficult.The jury found this a real tour de force, in which a highly relevant and rapidly developing new field of argumentation-based learning via computers was shaped, structured and ordered, while also setting out the research agenda for the future. It was well written and already in such a short time heavily seen and cited. A typical example of excellent scholarship based on library and desk research 

Summary
Arguing, critical thinking, and reasoning are essential objectives in education. Online environments can support sharing, constructing, and representing of arguments for what is termed Argumentation-Based Computer-Supported Collaborative Learning (ABCSCL). The purpose of this review was to systematically synthesize findings on this field of research, propose a theoretical framework for factors that influence and constitute the results of ABCSCL, and suggest future research areas. For this review, 108 publications on ABCSCL research were systematically studied based on specific search strategy and inclusion criteria. Based on quantitative findings, ABCSCL studies varied in terms of research focus, mode of communication, research method, design, educational level, curricula, and geographic location with a strong emphasis on western countries. This wide variety showed the importance and growing nature of this body of scholarship. Based on qualitative findings, a tentative framework was proposed consisting of four interconnected components “student”, “learning environment”, “learning process”, and “learning outcomes”, each of which was divided into sub-components in ABCSCL. Each of these interrelated components was discussed in relation to various aspects of the learning outcomes. Based on this framework, this systematic review study addressed practical implications for the use of technology to prepare students to become capable and qualified professionals, who can argue, analyze, synthesize, and cope with complex issues and societal problems. 

This paper is published in a Multidisciplinary Outlet of the Social Sciences i.e. Educational Research Review (ERr). This quality A journal is amongst the top 5% of the publication outlets in the field of Educational Research (Q1; Ranking: 9/206). This review study has been the basis for many top articles Omid has published in high-rank ISI journals e.g. Learning and Instruction (2/206, top 1%), Computers in Human Behavior, Computers & Education (7/206, top 5%), IJCSCL (11/206, top 5%), ETR&D, etc. This paper is the most downloaded and hottest article in the SciVerse ScienceDirect and has already been well recognized and cited by reputable scholars in top journals.

What makes your entry innovative and original within your scientific domain?
The theoretical framework proposed in this paper has been considered as innovative and original by the ABCSCL scientific community. Prior to this study, no specific framework was yet available for synthesizing, designing, and analysing ABCSCL. Given the importance of this field of research as well as difficulties and complexities that are inherent to collaborative argumentation-based learning, achieving desired learning outcomes in ABCSCL requires a well-designed setting. This review study thus built a framework for the design of ABCSCL environments that took the variety of essential aspects of teaching and learning into account. Furthermore, this study employed a mixed qualitative and quantitative method for analysing data in combination with an innovative systematic approach that covered a wealth of literature with specific inclusion criteria, various databases, and search strategy. 

To which Wageningen School of Social Sciences theme does your entry link, and how
The paper is built on the main WASS theme, Knowledge in Society. With the arrival of the knowledge-based era, the swift growth of information and communication technology, it is inevitable that professionals in all fields will be confronted with rapidly changing societal problems and complex issues. These complexities call for appropriate specialization of domain knowledge in which experts from different disciplines need to tackle disagreements, participate and reflect in communities of inquiry, and engage in reasoned debate for managing societal problems. This article explores how knowledge can be shared and co-constructed through argumentation with technology to prepare students to become capable and qualified professionals, who can argue, analyze, synthesize, and cope with complex issues and societal problems. 

Other journal publications of Omid are:
Noroozi, O., Biemans, H.J.A., Busstra, M.C., Mulder, M., & Chizari, M. (2011). Differences in learning processes between successful and less successful students in computer-supported collaborative learning in the field of human nutrition and health. Computers in Human Behaviour, 27(1), 309-318. http://dx.doi.org/10.1016/j.chb.2010.08.009. (IF: 2.293, Q1; Ranking: 22/124 Psychology, Multidisciplinary). 

Noroozi, O., Biemans, H.J.A., Weinberger, A., Mulder, M., & Chizari, M. (2013). Scripting for construction of a transactive memory system in multidisciplinary CSCL environments. Learning and Instruction, 25(1), 1-12. http://dx.doi.org/10.1016/j.learninstruc.2012.10.002. (IF: 3.732, Q1; Ranking: 2/206 Education and Educational Research).

Noroozi, O., Busstra, M.C., Mulder, M., Biemans, H.J.A., Tobi, H., Geelen, M.M.E.E., van’t Veer, P., & Chizari, M. (2012). Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment. Educational Technology Research and Development, 60(2), 193-221. http://dx.doi.org/10.1007/s11423-011-9217-2. (IF: 1.085, Q2; Ranking: 51/206 Education and Educational Research).

Noroozi, O., Teasley, S.D., Biemans, H.J.A., Weinberger, A., & Mulder, M. (2013). Facilitating learning in multidisciplinary groups with transactive CSCL scripts. International Journal of Computer-Supported Collaborative Learning, 8(2), 189-223. http://dx.doi.org/10.1007/s11412-012-9162-z. (IF: 2.243, Q1; Ranking: 11/206 Education and Educational Research).

Noroozi, O., Weinberger, A., Biemans, H.J.A., Mulder, M., & Chizari, M. (2013). Facilitating argumentative knowledge construction through a transactive discussion script in CSCL. Computers and Education, 61(2), 59-76. http://dx.doi.org/10.1016/j.compedu.2012.08.013. (IF: 2.621, Q1; Ranking: 7/206 Education and Educational Research).

Noroozi, O., Biemans, H.J.A., Busstra, M.C., Mulder, M., Popov, V., & Chizari, M. (2012). Effects of the Drewlite CSCL platform on students’ learning outcomes. In A. Juan., T. Daradoumis., M. Roca., S.E. Grasman., & J. Faulin. (Eds.), Collaborative and distributed E-research: Innovations in technologies, strategies and applications (pp. 276-289). IGI Global. http://dx.doi.org/10.4018/978-1-46660-125-3.
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