Gender differences in students’ argumentative essay writing, peer review performance and uptake in online learning environments-Reference-Cited by-同舟云学术

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

Published:2022-02-08 Issue: Volume: Page:1-15
ISSN:1049-4820
Container-title:Interactive Learning Environments
language:en
Short-container-title:Interactive Learning Environments

Author:

Noroozi Omid¹^ORCID,Banihashem Seyyed Kazem¹^ORCID,Taghizadeh Kerman Nafiseh²,Parvaneh Akhteh Khaneh Marzieh³^ORCID,Babayi Maryam⁴^ORCID,Ashrafi Hadis⁵^ORCID,Biemans Harm J.A.¹^ORCID

Affiliation:

1. Education and Learning Sciences Group, Wageningen University and Research, Wageningen, the Netherlands

2. Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran

3. Faculty of Social Sciences, Yeditepe University, Istanbul, Turkey

4. Faculty of Humanities, Tarbiat Modares University, Tehran, Iran

5. Faculty of Literature and Humanities, Kharazmi University, Tehran, Iran

Funder

Ministerie van Onderwijs, Cultuur en Wetenschap

Publisher

Informa UK Limited

Subject

Computer Science Applications,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10494820.2022.2034887

Reference74 articles.

1. Peer Portal: Quality enhancement in thesis writing using self-managed peer review on a mass scale

2. Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender

3. Gender differences in cognitive development.

4. Exploring enablers and inhibitors of productive peer argumentation: The role of individual achievement goals and of gender

5. Small-group, computer-mediated argumentation in middle-school classrooms: The effects of gender and different types of online teacher guidance

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