Assistant Professor in the Educational Technologies at the Open University of the Netherlands

Email: kazem.banihashem [at] ou.nl

 

Seyyed Kazem Banihashem is an assistant professor of learning analytics and educational technology at the Open University of the Netherlands. He has conducted extensive research at the intersection of peer learning, learning analytics, feedback, and artificial intelligence. His recent studies focus on designing and applying AI as a new feedback source in higher education. Kazem has served as a guest editor for several respected journals, including the International Journal of Educational Technology in Higher Education, Journal of Computer Assisted Learning, Interactive Learning Environments, and Innovations in Education and Teaching International. Additionally, he is on the editorial board of the Research and Practice in Technology Enhanced Learning Journal.
  • Peer Learning
  • Learning Analytics
  • Feedback and Assessment
  • Artificial Intelligence in Education
  • PhD in Educational Technology, Allameh Tabataba’i University, 2015-2020
  • Master's Degree in Educational Technology, Allameh Tabataba’i University, 2011-2013
  • Bachelor's Degree in Educational Technology, University of Tabriz, Iran, 2007-2011
  • Banihashem, S. K., Kernan, N. T., Noroozi, O., Moon J., Drachsler, H. (2024). Feedback sources in essay writing: peer-generated or AI-generated feedback?. International Journal of Educational Technology in Higher Education, 1-15. https://doi.org/10.1186/s41239-024-00455-4 
  • Banihashem, S. K., Noroozi, O., Biemans, H. J., & Tassone, V. C. (2024). The intersection of epistemic beliefs and gender in argumentation performance. Innovations in Education and Teaching International, 61 (4), 716-734. https://doi.org/10.1080/14703297.2023.2198995 
  • Noroozi, O., Alqassab, M., Taghizadeh Kerman, N., Banihashem, S. K., & Panadero, E. (2024). Does perception mean learning? Insights from an online peer feedback setting. Assessment & Evaluation in Higher Education, 1-15. https://doi.org/10.1080/02602938.2024.2345669  
  • Moon, J., McNeill, L., Edmonds, C. T., Banihashem, S. K., & Noroozi, O. (2024). Using learning analytics to explore peer learning patterns in asynchronous gamified environments. International Journal of Educational Technology in Higher Education, 21(1), 45. https://doi.org/10.1186/s41239-024-00476-z  
  • Moon, J., Yeo, S., Banihashem, S. K., & Noroozi, O. Using multimodal learning analytics as a formative assessment tool: Exploring collaborative dynamics in mathematics teacher education. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.13028  
  • Gao, X., Noroozi, O., Gulikers, J. T. M., Biemans, H. J., & Banihashem, S. K. (2024). A systematic review of the key components of online peer feedback practices in higher education. Educational Research Review, 100588. https://doi.org/10.1016/j.edurev.2023.100588  
  • Kerman, N. T., Banihashem, S. K., Karami, M., Er, E., Van Ginkel, S., & Noroozi, O. (2024). Online peer feedback in higher education: A synthesis of the literature. Education and Information Technologies, 29(1), 763-813. https://doi.org/10.1007/s10639-023-12273-8 
  • Banihashem, S. K., Dehganzadeh, H., Clark, D., Noroozi, O., & Biemans, H. J., (2023). Learning analytics  for online game-based learning: A systematic literature review. Behaviour & Information Technology. https://doi.org/10.1080/0144929X.2023.2255301  
  • Banihashem, S. K., Noroozi, O., den Brok, P., Biemans, H. J., & Taghizadeh Kerman, N. (2023). Modeling teachers’ and students’ attitudes, emotions, and perceptions in blended education: Towards post-pandemic education. International Journal of Management Education, 21(2), 100803. https://doi.org/10.1016/j.ijme.2023.100803 
  • Banihashem, S. K., Noroozi, O., den Brok, P., Biemans, H. J., Stevens, T., & Güneye, S. (2023). Identifying student profiles based on their attitudes and beliefs towards online education and exploring relations with their experiences and background. Innovations in Education and Teaching International, 1-15. https://doi.org/10.1080/14703297.2023.2227616 
  • Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International. 1-15. https://doi.org/10.1080/14703297.2023.2195846 
  • Kerman, N.T., Banihashem, S.K., Noroozi, O. (2023). The Relationship Among Students’ Attitude Towards Peer Feedback, Peer Feedback Performance, and Uptake. In: Noroozi, O., De Wever, B. (eds) The Power of Peer Learning. Social Interaction in Learning and Development. Springer, Cham. https://doi.org/10.1007/978-3-031-29411-2_16 
  • Kerman, N. T., Banihashem, S. K., Karami, M., Er, E., Van Ginkel, S., & Noroozi, O. (2023). Online peer feedback in higher education: A synthesis of the literature. Education and Information Technologies, 1-51. https://doi.org/10.1007/s10639-023-12273-8 
  • Noroozi, O., Banihashem, S. K., Biemans, H., Smits, M., Vervoort, M. T. W., & Verbaan, C. (2023). Design, implementation, and evaluation of an online supported peer feedback module to enhance students’ argumentative essay quality. Education and Information Technologies, 1-28. https://doi.org/10.1007/s10639-023-11683-y 
  •  Valero Haro, A., Noroozi, O., Biemans, H, J, A., Mulder, M., Banihashem, S. K. (2023). How Does the Type of Online Peer Feedback Influence Feedback Quality, Argumentative Essay Writing Quality, and Domain-Specific Learning?. Interactive Learning Environments. https://doi.org/10.1080/10494820.2023.2215822 
  • Akbari, M., Danesh, M., Rezvani, A., Javadi, N., Banihashem, S. K., & Noroozi, O. (2023). The role of students’ relational identity and autotelic experience for their innovative and continuous use of eLearning. Education and Information Technologies, 1-24. https://doi.org/10.1007/s10639-022-11272-5 
  • Banihashem, S. K., Noroozi, O., van Ginkel, S., Macfadyen, L. P., & Biemans, H. J. (2022). A systematic review of the role of learning analytics in enhancing feedback practices in higher education. Educational Research Review, 100489. https://doi.org/10.1016/j.edurev.2022.100489 
  • Banihashem, S. K., Farrokhnia, M., Badali, M., & Noroozi, O. (2022). The impacts of constructivist learning design and learning analytics on students’ engagement and self-regulation. Innovations in Education and Teaching International, 59(4), 442-452. https://doi.org/10.1080/14703297.2021.1890634 
  • Bayat, M., Banihashem, S. K., & Noroozi, O. (2022). The effects of collaborative reasoning strategies on improving primary school students’ argumentative decision-making skills. The Journal of Educational Research, 115(6), 349-358. https://doi.org/10.1080/00220671.2022.2155602 
  • Kerman, N. T., Noroozi, O., Banihashem, S. K., Karami, M., & Biemans, H. J. (2022). Online peer feedback patterns of success and failure in argumentative essay writing. Interactive Learning Environments, 1-13. https://doi.org/10.1080/10494820.2022.2093914 
  • Badali, M., Hatami, J., Banihashem, S. K., Rahimi, E., Noroozi, O., & Eslami, Z. (2022). The role of motivation in MOOCs’ retention rates: a systematic literature review. Research and Practice in Technology Enhanced Learning, 17(1), 1-20. https://doi.org/10.1186/s41039-022-00181-3 
  • Noroozi, O., Banihashem, S. K., Taghizadeh Kerman, N., Parvaneh Akhteh Khaneh, M., Babayi, M., Ashrafi, H., & Biemans, H. J. (2022). Gender differences in students’ argumentative essay writing, peer review performance, and uptake in online learning environments. Interactive Learning Environments, 1-15. https://doi.org/10.1080/10494820.2022.2034887 
  • Banihashem, K., & Macfadyen, L. P. (2021). Pedagogical Design: Bridging Learning Theory and Learning Analytics. Canadian Journal of Learning and Technology, 47(1), 1-22. https://doi.org/10.21432/cjlt27959