OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!
If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.
Requested Article:
Gender differences in students’ argumentative essay writing, peer review performance and uptake in online learning environments
Omid Noroozi, Seyyed Kazem Banihashem, Nafiseh Taghizadeh Kerman, et al.
Interactive Learning Environments (2022) Vol. 31, Iss. 10, pp. 6302-6316
Open Access | Times Cited: 67
Omid Noroozi, Seyyed Kazem Banihashem, Nafiseh Taghizadeh Kerman, et al.
Interactive Learning Environments (2022) Vol. 31, Iss. 10, pp. 6302-6316
Open Access | Times Cited: 67
Showing 1-25 of 67 citing articles:
A systematic review of the role of learning analytics in enhancing feedback practices in higher education
Seyyed Kazem Banihashem, Omid Noroozi, Stan van Ginkel, et al.
Educational Research Review (2022) Vol. 37, pp. 100489-100489
Open Access | Times Cited: 109
Seyyed Kazem Banihashem, Omid Noroozi, Stan van Ginkel, et al.
Educational Research Review (2022) Vol. 37, pp. 100489-100489
Open Access | Times Cited: 109
Effects of chatbot-assisted in-class debates on students’ argumentation skills and task motivation
Kai Guo, Yuchun Zhong, Danling Li, et al.
Computers & Education (2023) Vol. 203, pp. 104862-104862
Closed Access | Times Cited: 64
Kai Guo, Yuchun Zhong, Danling Li, et al.
Computers & Education (2023) Vol. 203, pp. 104862-104862
Closed Access | Times Cited: 64
Feedback sources in essay writing: peer-generated or AI-generated feedback?
Seyyed Kazem Banihashem, Nafiseh Taghizadeh Kerman, Omid Noroozi, et al.
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 54
Seyyed Kazem Banihashem, Nafiseh Taghizadeh Kerman, Omid Noroozi, et al.
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 54
Design, implementation, and evaluation of an online supported peer feedback module to enhance students’ argumentative essay quality
Omid Noroozi, Seyyed Kazem Banihashem, H.J.A. Biemans, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 10, pp. 12757-12784
Open Access | Times Cited: 43
Omid Noroozi, Seyyed Kazem Banihashem, H.J.A. Biemans, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 10, pp. 12757-12784
Open Access | Times Cited: 43
Does perception mean learning? Insights from an online peer feedback setting
Omid Noroozi, Maryam Alqassab, Nafiseh Taghizadeh Kerman, et al.
Assessment & Evaluation in Higher Education (2024), pp. 1-15
Open Access | Times Cited: 26
Omid Noroozi, Maryam Alqassab, Nafiseh Taghizadeh Kerman, et al.
Assessment & Evaluation in Higher Education (2024), pp. 1-15
Open Access | Times Cited: 26
AI and Uncertain Motivation: Hidden allies that impact EFL argumentative essays using the Toulmin Model
Abdullah Al Fraidan
Acta Psychologica (2025) Vol. 252, pp. 104684-104684
Open Access | Times Cited: 2
Abdullah Al Fraidan
Acta Psychologica (2025) Vol. 252, pp. 104684-104684
Open Access | Times Cited: 2
Online peer feedback patterns of success and failure in argumentative essay writing
Nafiseh Taghizadeh Kerman, Omid Noroozi, Seyyed Kazem Banihashem, et al.
Interactive Learning Environments (2022) Vol. 32, Iss. 2, pp. 614-626
Open Access | Times Cited: 65
Nafiseh Taghizadeh Kerman, Omid Noroozi, Seyyed Kazem Banihashem, et al.
Interactive Learning Environments (2022) Vol. 32, Iss. 2, pp. 614-626
Open Access | Times Cited: 65
A Meta-Analysis of Gender Differences in e-Learners' Self-Efficacy, Satisfaction, Motivation, Attitude, and Performance Across the World
Zhonggen Yu, Xinjie Deng
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 41
Zhonggen Yu, Xinjie Deng
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 41
Online peer feedback in higher education: A synthesis of the literature
Nafiseh Taghizadeh Kerman, Seyyed Kazem Banihashem, Morteza Karami, et al.
Education and Information Technologies (2023) Vol. 29, Iss. 1, pp. 763-813
Open Access | Times Cited: 36
Nafiseh Taghizadeh Kerman, Seyyed Kazem Banihashem, Morteza Karami, et al.
Education and Information Technologies (2023) Vol. 29, Iss. 1, pp. 763-813
Open Access | Times Cited: 36
Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability
Kai Guo, Mengru Pan, Yuanke Li, et al.
The Internet and Higher Education (2024) Vol. 63, pp. 100962-100962
Closed Access | Times Cited: 13
Kai Guo, Mengru Pan, Yuanke Li, et al.
The Internet and Higher Education (2024) Vol. 63, pp. 100962-100962
Closed Access | Times Cited: 13
A pedagogical design for self-regulated learning in academic writing using text-based generative artificial intelligence tools: 6-P pedagogy of plan, prompt, preview, produce, peer-review, portfolio-tracking
Siu Cheung Kong, John Chi‐Kin Lee, Olson Tsang
Research and Practice in Technology Enhanced Learning (2024) Vol. 19, pp. 030-030
Open Access | Times Cited: 12
Siu Cheung Kong, John Chi‐Kin Lee, Olson Tsang
Research and Practice in Technology Enhanced Learning (2024) Vol. 19, pp. 030-030
Open Access | Times Cited: 12
What does it mean to be good at peer reviewing? A multidimensional scaling and cluster analysis study of behavioral indicators of peer feedback literacy
Yi Zhang, Christian D. Schunn, Yong Wu
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 9
Yi Zhang, Christian D. Schunn, Yong Wu
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 9
Lasting benefits of a web-based training in understanding informal arguments
Andreas G. Wertgen, Hannes Münchow, Tobias Richter, et al.
European Journal of Psychology of Education (2025) Vol. 40, Iss. 1
Open Access | Times Cited: 1
Andreas G. Wertgen, Hannes Münchow, Tobias Richter, et al.
European Journal of Psychology of Education (2025) Vol. 40, Iss. 1
Open Access | Times Cited: 1
Enhancing argumentative writing with automated feedback and social comparison nudging
Thiemo Wambsganß, Andreas Janson, Jan Marco Leimeister
Computers & Education (2022) Vol. 191, pp. 104644-104644
Closed Access | Times Cited: 36
Thiemo Wambsganß, Andreas Janson, Jan Marco Leimeister
Computers & Education (2022) Vol. 191, pp. 104644-104644
Closed Access | Times Cited: 36
Effects of student engagement in peer feedback on writing performance in higher education
Xinquan Jin, Qiang Jiang, Weiyan Xiong, et al.
Interactive Learning Environments (2022) Vol. 32, Iss. 1, pp. 128-143
Closed Access | Times Cited: 31
Xinquan Jin, Qiang Jiang, Weiyan Xiong, et al.
Interactive Learning Environments (2022) Vol. 32, Iss. 1, pp. 128-143
Closed Access | Times Cited: 31
Independent Curriculum Learning Management to Improve Students’ Literacy and Numerical Competence in Schools
Rosnelli Rosnelli, Pitra Ashrin Ristiana
International Journal of Education in Mathematics Science and Technology (2023) Vol. 11, Iss. 4, pp. 946-963
Open Access | Times Cited: 22
Rosnelli Rosnelli, Pitra Ashrin Ristiana
International Journal of Education in Mathematics Science and Technology (2023) Vol. 11, Iss. 4, pp. 946-963
Open Access | Times Cited: 22
The intersection of epistemic beliefs and gender in argumentation performance
Seyyed Kazem Banihashem, Omid Noroozi, H.J.A. Biemans, et al.
Innovations in Education and Teaching International (2023) Vol. 61, Iss. 4, pp. 716-734
Open Access | Times Cited: 20
Seyyed Kazem Banihashem, Omid Noroozi, H.J.A. Biemans, et al.
Innovations in Education and Teaching International (2023) Vol. 61, Iss. 4, pp. 716-734
Open Access | Times Cited: 20
How does the type of online peer feedback influence feedback quality, argumentative essay writing quality, and domain-specific learning?
Anahuac Valero Haro, Omid Noroozi, H.J.A. Biemans, et al.
Interactive Learning Environments (2023) Vol. 32, Iss. 9, pp. 5459-5478
Open Access | Times Cited: 19
Anahuac Valero Haro, Omid Noroozi, H.J.A. Biemans, et al.
Interactive Learning Environments (2023) Vol. 32, Iss. 9, pp. 5459-5478
Open Access | Times Cited: 19
Relationships between teacher feedback and English writing proficiency in Chinese students: The mediating effect of writing self-regulated learning strategies
Jinyu Zhu, Yongle Yang, Zi Yan
System (2024) Vol. 123, pp. 103338-103338
Closed Access | Times Cited: 7
Jinyu Zhu, Yongle Yang, Zi Yan
System (2024) Vol. 123, pp. 103338-103338
Closed Access | Times Cited: 7
Understanding the what and when of peer feedback benefits for performance and transfer
Qiuchen Yu, Christian D. Schunn
Computers in Human Behavior (2023) Vol. 147, pp. 107857-107857
Closed Access | Times Cited: 13
Qiuchen Yu, Christian D. Schunn
Computers in Human Behavior (2023) Vol. 147, pp. 107857-107857
Closed Access | Times Cited: 13
Exploring the Effect of Cooperative Learning on Senior High School Students’ Critical Thinking in EFL Writing: An Intervention Study
Yin Zhang, C D Xia, Hui Sun, et al.
Thinking Skills and Creativity (2025), pp. 101765-101765
Closed Access
Yin Zhang, C D Xia, Hui Sun, et al.
Thinking Skills and Creativity (2025), pp. 101765-101765
Closed Access
Feedback partnerships: strengthening students’ proactive recipience through co-creating dialogic feedback
Jessica To
Higher Education Research & Development (2025), pp. 1-16
Closed Access
Jessica To
Higher Education Research & Development (2025), pp. 1-16
Closed Access
The Synergistic Effects in an AI-Supported Online Scientific Argumentation Learning Environment
Yu‐Ren Lin, Cheng‐Yu Hung
Computers & Education (2025) Vol. 229, pp. 105251-105251
Closed Access
Yu‐Ren Lin, Cheng‐Yu Hung
Computers & Education (2025) Vol. 229, pp. 105251-105251
Closed Access
Unraveling temporally entangled multimodal interactions: investigating verbal and nonverbal contributions to collaborative construction of embodied math knowledge
Hanall Sung, Mitchell J. Nathan
International Journal of Educational Technology in Higher Education (2025) Vol. 22, Iss. 1
Open Access
Hanall Sung, Mitchell J. Nathan
International Journal of Educational Technology in Higher Education (2025) Vol. 22, Iss. 1
Open Access
“Due to the composition of the feedback, I think it’s a girl”: The effects of gender and peer feedback content on essay revisions and perceptions of peer feedback
José Carlos G. Ocampo, Ernesto Panadero, Iván Sánchez‐Iglesias, et al.
Studies In Educational Evaluation (2025) Vol. 85, pp. 101455-101455
Closed Access
José Carlos G. Ocampo, Ernesto Panadero, Iván Sánchez‐Iglesias, et al.
Studies In Educational Evaluation (2025) Vol. 85, pp. 101455-101455
Closed Access
