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2021
1 Damsa, Crina I.; Langford, Malcolm; Uehara, Dan; Scherer, Ronny.
Teachers’ agency and online education in times of crisis. Computers in Human Behavior 2021
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2 Damsa, Crina I.; Langford, Malcolm; Uehara, Dan; Scherer, Ronny.
Teacher’s Agency and Online Teaching in Times of Crisis. Computers in Human Behavior 2021
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2020
3 Damsa, Crina I.; Jornet, Alfredo.
The unit of analysis in learning research: Approaches for imagining a transformative agenda. Learning, Culture and Social Interaction 2020 s. 1-3
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2019
4 Cheng, Britte; Gresalfi, Melissa; Bell, Amanda; Damsa, Crina I.; Tuire, Palonen; Toni, Rogat; Cindy, Hmelo-Silver.
Theorizing and Measuring Collective Productive Disciplinary Engagement. I: A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings. 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2.. International Society of the Learning Sciences 2019 ISBN 978-1-7324672-4-8.
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5 Cheng, Britte Haugan; Gresalfi, Melissa; Bell, Amanda; Brady, Corey; Vogelstein, Lauren; Damsa, Crina I.; Palonen, Tuire; Rogat, Toni Kempler; Traynor, Anne; Adeoye, Temitope F.; Gomoll, Andrea; Hmelo-Silver, Cindy E.; Hickey, Daniel; Andrews, Christopher; Chartrand, Grant; Itow, Rebecca; Lundh, Patrik; Ludvigsen, Sten Runar.
Theorizing and measuring collective productive disciplinary engagement. Computer-Supported Collaborative Learning Conference (CSCL) 2019 ;Volum 2. s. 775-782
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6 Damsa, Crina I..
Learning with digital technologies in higher education. Journal of Educational Sciences & Psychology 2019 ;Volum 9.(1) s. -5
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7 Damsa, Crina I..
The challenge of bridging paradigms through editorial work. EARLI 2019; 2019-08-28 - 2019-09-02
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8 Damsa, Crina I.; de Lange, Thomas.
Student-centred learning environments in higher education - From conceptualization to design. UNIPED 2019 ;Volum 42.(1) s. 9-26
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9 Damsa, Crina I.; de Lange, Thomas.
Studentsentrerte perspektiver og tiltak i høyere utdanning : et forskningsbasert innspill til kvalitetsarbeid i praksis. UNIPED 2019 ;Volum 42.(1) s. 5-8
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10 Damsa, Crina I.; Esterhazy, Rachelle; Nerland, Monika.
Analyzing learning through co-creation of knowledge objects in software engineering education. EARLI 2019; 2019-08-28 - 2019-09-02
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11 Damsa, Crina I.; Muukkonen, Hanni.
Conceptualizing pedagogies for learning through object-oriented collaboration in higher education.. Research Papers in Education 2019
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12 Damsa, Crina I.; Nerland, Monika; Andreadakis, Zacharias.
An ecological perspective on learner‐constructed learning spaces. British Journal of Educational Technology (BJET) 2019 ;Volum 50.(5) s. 2075-2089
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13 Damsa, Crina I.; Tuire, Palonen.
Forms of collaborative engagement in software engineering education, In Lund, K., Niccolai, G., Lavoué, E., Hmelo-Silver, C., Gweon, G., and Baker, M. (Eds.). (2019). A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1. Lyon, France: International Society of the Learning Sciences.. CSCL2019; 2019-06-17 - 2019-06-21
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14 Dolean, Dacian; Melby-Lervåg, Monica; Tincas, Ioana; Damsa, Crina I.; Lervåg, Arne.
Achievement Gap: Socioeconomic Status affects Reading Development beyond Language and Cognition in Children Facing Poverty. Learning and Instruction 2019 ;Volum 63.
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15 Esterhazy, Rachelle; Nerland, Monika; Damsa, Crina I..
Course designs that cater for productive feedback. EARLI conference 2019; 2019-08-12 - 2019-08-16
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16 Esterhazy, Rachelle; Nerland, Monika; Damsa, Crina I..
Designing for productive feedback: an analysis of two undergraduate courses in biology and engineering. Teaching in Higher Education 2019
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17 Esterhazy, Rachelle.
Productive feedback practices in higher education. Investigating social and epistemic relations in two undergraduate courses (PhD thesis). Universitetet i Oslo 2019 148 s.
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18 Jornet, Alfredo; Damsa, Crina I..
Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy. Learning, Culture and Social Interaction 2019 s. 1-10
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19 Lina, Markauskaite; Muukkonen, Hanni; Damsa, Crina I.; Reimann, Peter; Shaffer, David; Thompson, Kate; Kali, Yael; Kidron, Adi; Nerland, Monika.
Theories and Methods for Researching Interdisciplinary Learning. I: A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings. 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2.. International Society of the Learning Sciences 2019 ISBN 978-1-7324672-4-8.
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20 Mirmotahari, Omid; Berg, Yngvar; Fremstad, Ester; Damsa, Crina I..
Student engagement by employing student peer reviews with criteria-based assessment. IEEE Global Engineering Education Conference, EDUCON 2019 ;Volum April-2019. s. 1152-1157
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21 Mirmotahari, Omid; Berg, Yngvar; Gjessing, Stein; Fremstad, Ester; Damsa, Crina I..
A Case-Study of Automated Feedback Assessment. IEEE Global Engineering Education Conference, EDUCON 2019 ;Volum April-2019. s. 1190-1197
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22 Nerland, Monika; Damsa, Crina I..
VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering. I: The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell 2019 ISBN 9781119098591. s. 395-414
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2018
23 Afdal, Hilde Wågsås; Damsa, Crina I..
Research-Based Education: An Exploration of Interpretations in Two Professional Higher Education Programmes.. I: Reconfiguring Knowledge in Higher Education. Springer Nature 2018 ISBN 978-3-319-72831-5. s. 129-148
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24 Damsa, Crina I..
Research and Development Tasks in Teacher Education: Institutional Framing and Student Experiences. I: Reconfiguring Knowledge in Higher Education. Springer Nature 2018 ISBN 978-3-319-72831-5. s. 149-167
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25 Damsa, Crina I.; de Lange, Thomas.
Student-centered Learning in Norwegian and Finnish higher education: a research-based perspective to quality. NERA 46th congress 2018 - Educational Research: Boundaries, Breaches and Bridges; 2018-03-08 - 2018-03-10
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26 Fremstad, Ester; Damsa, Crina I.; Mirmotahari, Omid.
Promoting active learning through developing and using a digital tool for assessment. NERA2018 - 46th CONGRESS Educational Research: Boundaries, Breaches and Bridges; 2018-03-08 - 2018-03-10
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27 Mirmotahari, Omid; Berg, Yngvar; Damsa, Crina I..
Innovating Assessment Practices Using Automated Feedback in Software in Computer Science Education. CEUR Workshop Proceedings 2018 ;Volum 2128.
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28 Mirmotahari, Omid; Berg, Yngvar; Langmyhr, Dag; Fremstad, Ester; Damsa, Crina I..
Studentaktivisering gjennom bruk av hverandrevurdering for førstesemesters studenter i Canvas LMS: en forsøksstudie.. NIKT: Norsk IKT-konferanse for forskning og utdanning 2018 ;Volum 1.(1)
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29 Mirmotahari, Omid; Damsa, Crina I.; Berg, Yngvar.
Formative Feedback for Learning. Case Studies of Automated Feedback in Undergraduate Computer Science Education. Proceedings (International Conference of the Learning Sciences) 2018 ;Volum 3. s. 1577-1578
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30 Mirmotahari, Omid; Hiorth, Kristian Andreas; Gjessing, Stein; Fremstad, Ester; Damsa, Crina I..
En eksempel-studie av automatisk tilbakemelding for programmeringsfag i høyere utdanning.. NIKT: Norsk IKT-konferanse for forskning og utdanning 2018 ;Volum 1.(1) s. -
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2017
31 Afdal, Hilde Wågsås; Damsa, Crina I..
Research-based teacher education and engineering education. Research seminar; 2017-03-09 - 2017-03-09
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32 Araos, Andres; Damsa, Crina I..
Araos, A. & Damsa, C., (2017, May). The university's third mission - aspects of community engagement. A Norwegian case. Presentation in C. Cress, Intercultural Differences in Community Engagement: Perspectives on Definitions, Pedagogical Strategies & Programmatic Approaches, Panel session at the Intercultural Horizons Conference, Rijeka, Croatia.. Intercultural Horizons Conference; 2017-05-17 - 2017-06-18
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33 Ceratto-Pargman, Teresa; Jahnke, Isa; Damsa, Crina I.; Nusbaum, Miguel; Säljö, Roger.
Emergent practices and material conditions on tablet mediated collaborative learning. International Conference of Computer Supported Collaborative Learning; 2017-06-19 - 2017-06-19
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34 Damsa, Crina I.; Dolean, Dacian; Pop, Raluca.
The Effects of Choral Repeated Reading on Foreign Language Reading Fluency of Words in Connected and Disconnected Text. International Journal of Linguistics 2017
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35 Damsa, Crina I.; Froehlich, Dominik; Gegenfurtner, Andreas.
Reflections on empirical and methodological accounts of agency at work. I: Agency at Work. An Agentic Perspective on Professional Learning and Development. Springer 2017 ISBN 978-3-319-60942-3.
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36 Damsa, Crina I.; Hunskaar, Tove Seiness; Andersson-Bakken, Emilia Ingegerd.
Tablet-mediated video observations as means for guidance and practice-based learning in teacher education. International Conference of Computer Supported Collaborative Learning; 2017-06-19 - 2017-06-19
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37 Damsa, Crina I.; Jornet, Alfredo; Froelich, Dominik E.; Gegenfurtner, Andreas.
The unit of analysis in learning research: Approaches for imagining a transformative research agenda. Conference of the European Association for Research on Learning and Instruction (EARLI); 2017-08-29 - 2017-09-02
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38 Damsa, Crina I.; Nerland, Monika; Jensen, Karen.
Enrolment of first-year students in knowledge domains: Unpacking transformative practices in three introductory courses. I: Higher Education Transitions: Theory and Research. Routledge 2017 ISBN 978-1138670884.
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39 Esterhazy, Rachelle; Damsa, Crina I..
Students’ interactional meaning-making of assessment feedback viewed through a sociocultural lens. EARLI 2018 Bi-annual conference; 2017-08-29 - 2017-09-02
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40 Esterhazy, Rachelle; Damsa, Crina I..
Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments. Australian Association for Research in Education (AARE) Conference; 2017-11-29 - 2017-11-30
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41 Esterhazy, Rachelle; Damsa, Crina I..
Unpacking the feedback process: an analysis of undergraduate students’ interactional meaningmaking of feedback comments. Studies in Higher Education 2017 ;Volum 44.(2) s. 260-274
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42 Nerland, Monika; Damsa, Crina I..
Students’ and beginning professionals’ learning with web-based resources in software engineering. EARLI 17th biennial conference; 2017-08-29 - 2017-09-02
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2016
43 Dacian, Dolean; Ioana, Tincas; Damsa, Crina I..
Enhancing the Pre-literacy Skills of Roma Children : The Role of Socio-economic Status and Classroom Interventions in the Development of Phonemic Awareness. The New Educational Review 2016 ;Volum 45.(3) s. 39-52
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44 Dacian, Dolean; Ioana, Tincas; Damsa, Crina I..
What Factors Influence the Development of Reading Fluency of Roma Children? The Effects of Whole‐Class Repeated Readings and School Absenteeism ​. Studia Universitatis Babes-Bolyai - Psychologia-Paedagogia 2016
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45 Damsa, Crina I.; Jornet, Alfredo.
Revisiting learning in higher education—Framing notions redefined through an ecological perspective. Frontline Learning Research 2016 ;Volum 4.(4) s. 39-47
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46 Damsa, Crina I.; Ludvigsen, Sten Runar.
Learning through interaction and co-construction of knowledge objects in teacher education. Learning, Culture and Social Interaction 2016 ;Volum 11. s. 1-18
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47 Damsa, Crina I.; Nerland, Monika.
Student Learning Through Participation in Inquiry Activities: Two Case Studies in Teacher and Computer Engineering Education. Vocations and Learning 2016 s. 1-20
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48 Damsa, Crina I.; Nerland, Monika; Stensaker, Bjørn.
Enhancing student learning through ‘student-centered approaches’: What matters for educational quality?. Norsk studentorganisasjon (NSO); 2016-02-26 - 2016-02-26
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49 Rasmussen, Ingvill; Damsa, Crina I..
Heterochrony through moment-to-moment interaction: A micro-analytical exploration of learning as sense making with multiple resources. International Journal of Educational Research 2016
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2015
50 Damsa, Crina I..
Approaches to qualitative data analysis: interaction analysis and work with video-data. Konference workshop; 2015-08-28 - 2015-08-30
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