Crina Damşa

Professor - Institutt for pedagogikk
Vice Dean Innovation and Digitalisation - Faculty of Educational Sciences
Image of Crina Damşa
Norwegian version of this page
Phone +47 22840725
Room 580
Available hours By appointment
Username
Visiting address Helga Engs hus Blindern Oslo
Postal address Postboks 1092 Blindern 0317 OSLO

Research Interests

In my research, I focus on social, cultural and technological aspects of learning across formal and informal settings, with an emphasis on dialog, knowledge construction and pedagogical innovation. Mostly using design-based methods and multimodal data, I conducted research in diverse contexts such as computer science, software engineering, medical law, medical and educational undergraduate studies, or professional and educational design. The overall goal is to contribute to an improved understanding of how students and professionals learn and develop knowledge when they engage in complex tasks, problem solving, or projects.
In my recent studies, I examine earning processes through inquiry and collaboration across various sites (formal / informal, social / digital). I pay close attention to broader learning ecologies that involve individual processes and their interactions with others, resources, contexts, and technologies. This line of research aims at exploring and capitalizing on novel methodologies, such as and digital ethnography, social and epistemic network analysis, or analysis of digital traces.

Education and academic employment history

  • PhD in Educational Sciences (2013), University of Oslo (Norway)
  • MSc in Educational Design and Technology, Utrecht University (The Netherlands) 
  • Ba in Language and literature, Babes-Bolyai University (Romania)
     
  • 2016-2017: Associate Professor, Department of Teacher Education and School Research, University of Oslo (Norway)
  • 2016-2017: Visiting researcher, University of Sydney (Australia)
  • 2015: Visiting researcher, University of Helsinki (Finland)
  • 2013-2016: Postdoctoral researcher, Department of Education, University of Oslo (Norway)
  • 2012: Visiting PhD student, Rutgers University (USA)
  • 2009-2013: Research fellow (PhD candidate), Department of Education, University of Oslo (Norway)
  • 2005-2009: Research Assistant and junior researcher, Utrecht University (The Netherlands) 

Teaching 

  • Academic Development courses in University Pedagogy, Research supervision, Course design, Student engagement, Teaching and learning with technology
  • Research supervision
    • PhD level: Andres Araos, Daniel Sanchez, Dan Uehara, Rachelle Esterhazy (co-adviser, finalized);  External adviser: Karen Putzeys (Ghent University)
    • Master level (all finalized): Shiva lal Acharya, Isabel Alhosainy, Chet Callahan, Iulia Barbu, Ying Li, Monika Turid Elmhjellen, Claudia Zollinger (co-adviser), Carol Rodrigues, Sigrid Zeiner Petersen, Daria Volosach

Academic community appointments

  • Associate Editor: Journal of the Learning Sciences; Frontline Learning Research

  • Editorial board member: Educational Research Review; Learning, Culture and Social Interaction; Vocations and Learning; Interdisciplinary Journal of Technology, Culture and Education (QWERTY)

  • Board member 

    • ISLS - International Society of the Learning Sciences, Co-leader of Education Committee

      EARLI - European Association for Research on Learning and Instruction, Former Member of Executive Committee

 Ad hoc Reviewer 

  • Journals (selection): Learning and Instruction, International Journal of Computer-supported Collaborative Learning, Instructional Science, European Journal of Teacher Education, European Journal of Higher Education, British Journal of Educational Technology, Psychology Learning & Teaching, Journal of Computer-Assisted learning
  • Conferences: ICLS, CSCL, EARLI & EARLI SIG Conferences 

Tags: Collaborative learning, Learning ecologies, Agency, Learning environments, Digital tools, Higher education, Qualitative methods

Publications

Damşa, C., Rajala, A., Ritella, G., Brouwer, J. (2023, September). Re-Theorising Learning and Research Methods in Learning Research, Routledge series New Perspectives on Learning and Instruction. 

Araos, A. M. & Damşa, C. (2023) Affordances and agency in students’ use of online platforms and resources beyond curricular boundaries, Learning, Media and Technology, DOI: 10.1080/17439884.2023.2230124

Damşa, C.I., Uehara, D., Langford, M. & Scherer, R. (2021). Teachers’ agency and online teaching in times of crisis, Computers in Human Behaviour,   https://doi.org/10.1016/j.chb.2021.106793 

Damşa, C.  & Muukkonen, H. (2020). Conceptualizing pedagogies for learning through object-oriented collaboration in higher education. Research Papers in Education.  

Damşa, C., Nerland, M. & Andreadakis, Z. (2019). An ecological perspective on learner‐constructed learning spaces, British Journal of Educational Technologyhttps://doi.org/10.1111/bjet.12855 

Damşa, C., & Jornet, A. (2020). The unit of analysis in learning research: Approaches for imagining a transformative agenda, Learning, Culture and Social Interaction. https://doi.org/10.1016/j.lcsi.2020.100407

Jornet, Alfredo & Damşa, C. (2021). Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy. Learning, Culture and Social Interaction,  doi: 10.1016/j.lcsi.2019.100329

Damşa, C. I. & Jornet G., A. (2017). Revisiting learning in higher education—Framing notions redefined through an ecological perspective, Frontline Learning Research, 4(4), 39-47, doi: http://dx.doi.org/10.14786/flr.v4i4.208

Damşa, C. I., & Ludvigsen, S. R. (2016). Learning through Interaction and Co-construction of Knowledge Objects in Teacher Education, Learning, Culture and Social Interaction, 11, 1-18.

Damşa, C. I. (2014). The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration. International Journal of Computer-Supported Collaborative LearningVolume 9, issue 3, 247-281.

Damşa, C. I., Kirschner, P. A., Andriessen, J. E. B., Erkens, G., Sins, P. H. M. (2010). Shared epistemic agency - An empirical study of an emergent construct. Journal of the Learning Sciences, 19(2), 143 – 186.

 

 

  • Damsa, Crina I. (2023). Networks, Artifacts and Agency - Examining Engineering Students’ Collaborative Learning and Agency. In Damsa, Crina I.; Borge, Marcela; Koh, Elizabeth & Worsley, Marcelo (Ed.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023. International Society of the Learning Sciences. ISSN 9783030895815.
  • Damsa, Crina I.; Henriksen, Lise Toft & Christensen, Hege (2023). Dialogue and Artefacts as Instruments in Peer Group Mentoring and Supervision of Problem-Based Learning in Higher Education, Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. p. 63–77.
  • Damsa, Crina I.; Rajala, Antti; Ritella, Giuseppe & Brouwer, Jasperina (2023). Introduction. In Damsa, Crina I.; Rajala, Antti; Ritella, Giuseppe & Brouwer, Jasperina (Ed.), Re-theorising Learning and Research Methods in Educational Research. Routledge. ISSN 9781032071893. p. 1–13.
  • Markauskaite, Lina; Carvalho, Lucila & Damsa, Crina I. (2023). Ecological perspectives on learning and methodological implications for research and design. In Damsa, Crina I.; Rajala, Antti; Ritella, Giuseppe & Brouwer, Jasperina (Ed.), Re-theorising Learning and Research Methods in Educational Research. Routledge. ISSN 9781032071893. p. 30–47.
  • Araos Moya, Andres Arturo & Damsa, Crina I. (2023). Affordances and agency in students’ use of online platforms and resources beyond curricular boundaries. Learning, Media & Technology. ISSN 1743-9884. doi: 10.1080/17439884.2023.2230124. Full text in Research Archive
  • Araos Moya, Andres Arturo; Damsa, Crina I. & Gašević, Dragan (2022). Browsing to learn: How computer and software engineering students se online platforms in learning activities. Journal of Computer Assisted Learning (JCAL). ISSN 0266-4909. doi: 10.1111/jcal.12774.
  • Damsa, Crina I.; Erstad, Ola Andres; Sefton-Green, Julian; hillman, Thomas; Araos Moya, Andres Arturo & Richter, Christoph [Show all 12 contributors for this article] (2022). Platformization in and of education ̶Exploring a new research agenda . Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552.
  • Damsa, Crina I.; Gasevic, Dragan & Araos Moya, Andres Arturo (2022). Online platforms as sites for Learning: Exploring the use of online resources in Computer and Software Engineering Education. Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552.
  • Damsa, Crina I.; Muukkonen, Hanni; Gasevic, Dragan; Janssen, Jeroen J. W. M.; Van Leeuwen, Anousckha & Esterhazy, Rachelle [Show all 9 contributors for this article] (2022). Contrasting analytical approaches to trace collaborative learning with knowledge object . Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552.
  • Damsa, Crina I. (2022). Knowledge construction in teacher teams. In Harteis, Christian; Gijbels, David & Kyndt, Eva (Ed.), Research approaches on workplace learning : insights from a growing field. Springer Nature. ISSN 9783030895815. p. 257–279.
  • Damsa, Crina I. (2021). The multilayered nature of small-group learning: Productive interactions in object-oriented collaboration. In Stahl, Gerry (Eds.), Theoretical Investigations Philosophical Foundations of Group Cognition. Springer Nature. ISSN 978-3-030-49157-4.
  • Damsa, Crina I.; Christensen, Hege S & Hendriksen Tuft, Lise (2021). Kollegaveiledning for PBL-veiledere i farmasiutdanning. In Wittek, Anne Line & de Lange, Thomas (Ed.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420.
  • Damsa, Crina I. & Jornet, Alfredo (2021). The Unit of Analysis in Learning Research: Approaches for Imagining a Transformative Agenda. Learning, Culture and Social Interaction. ISSN 2210-6561. Full text in Research Archive
  • Esterhazy, Rachelle; de Lange, Thomas & Damsa, Crina I. (2021). Performing teacher feedback literacy in peer mentoring meetings. Assessment & Evaluation in Higher Education. ISSN 0260-2938. p. 1–14. doi: 10.1080/02602938.2021.1980768. Full text in Research Archive
  • Markauskaite, Lina; Damsa, Crina-Ioana; Muukkonen, Hanni; Thompson, Kate; Reimann, Peter & Papendieck, Adam (2021). Creating Research-Based Design Principles for Interdisciplinary Learning. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. p. 49–53.
  • Damsa, Crina-Ioana; Muukkonen, Hanni; van Leeuwen, Anouschka; Gašević, Dragan; Janssen, Jeroen & Esterhazy, Rachelle [Show all 10 contributors for this article] (2021). Analyzing and Conceptualizing Collaborative Learning with Digital Knowledge Objects . Proceedings of the annual meeting of the ISSS. ISSN 1999-6918. p. 41–44.
  • Araos Moya, Andres Arturo; Damsa, Crina-Ioana & Gašević, Dragan (2021). Exploring Affordances Provided by Online Non-Curricular Resources to Uundergraduate Students Learning Software Development. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. p. 1063–1064.
  • Henriksen, Lise Toft; Uehara, Dan & Damsa, Crina-Ioana (2021). Exploring University Students’ Ecologies of Digital Resources in the Context of Disciplinary Learning. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. p. 963–964.
  • Damsa, Crina I.; Langford, Malcolm; Scherer, Ronny & Uehara, Dan (2021). Teachers’ agency and online education in times of crisis. Computers in Human Behavior. ISSN 0747-5632. 121(106793). doi: 10.1016/j.chb.2021.106793. Full text in Research Archive
  • Damsa, Crina-Ioana & Andreadakis, Zacharias (2020). Exploring Students’ Ecologies of Digital Resources in Higher Education. In Gresalfi, Melissa & Horn, I. (Ed.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2. Nashville, Tennessee: International Society of the Learning Sciences.. International Society of the Learning Sciences (ISLS). ISSN 978-1-7324672-6-2.
  • Markauskaite, Lina; Muukkonen, Hanni & Damsa, Crina-Ioana (2020). Researching the ecologies of interdisciplinary learning. In Gresalfi, Melissa & Horn, I. (Ed.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3. International Society of the Learning Sciences (ISLS). ISSN 978-1-7324672-7-9.
  • Damsa, Crina-Ioana; Sutphen, Mary; Esterhazy, Rachelle; Solbrekke, Tone Dyrdal; Sugrue, Ciaran & McCune, Velda (2020). Academic hospitality as a frame for interdisciplinary learning. In Gresalfi, Melissa & Horn, I. (Ed.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2. Nashville, Tennessee: International Society of the Learning Sciences.. International Society of the Learning Sciences (ISLS). ISSN 978-1-7324672-6-2. p. 1084–1094.
  • Lina, Markauskaite; Muukkonen, Hanni; Damsa, Crina-Ioana; Reimann, Peter & Thompson, Kate (2020). Interdisciplinary learning in undergraduate and graduate education: Conceptualizations and empirical accounts. In Gresalfi, Melissa & Horn, I. (Ed.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2. Nashville, Tennessee: International Society of the Learning Sciences.. International Society of the Learning Sciences (ISLS). ISSN 978-1-7324672-6-2. p. 398–406. doi: 10.22318/icls2020.398.
  • Damsa, Crina-Ioana; Richter, Christopher; Allert, Heidrun; Cerratto-Pargman, Teresa; Markauskaite, Lina & Arthars, Natasha [Show all 9 contributors for this article] (2020). Learning in Unbounded Landscapes ̶ Conceptualizations and Design from an Ecological Perspective. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. 1, p. 366–374. doi: 10.22318/icls2020.366.
  • Damsa, Crina I. & Jornet, Alfredo (2020). The unit of analysis in learning research: Approaches for imagining a transformative agenda. Learning, Culture and Social Interaction. ISSN 2210-6561. p. 1–3. doi: 10.1016/j.lcsi.2020.100407.
  • Cheng, Britte Haugan; Gresalfi, Melissa; Bell, Amanda; Brady, Corey; Vogelstein, Lauren & Damsa, Crina I. [Show all 18 contributors for this article] (2019). Theorizing and measuring collective productive disciplinary engagement. Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552. 2, p. 775–782.
  • Lina, Markauskaite; Muukkonen, Hanni; Damsa, Crina I.; Reimann, Peter; Shaffer, David & Thompson, Kate [Show all 9 contributors for this article] (2019). Theories and Methods for Researching Interdisciplinary Learning, 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 (ISLS). ISSN 978-1-7324672-4-8. Full text in Research Archive
  • Cheng, Britte; Gresalfi, Melissa; Bell, Amanda; Damsa, Crina I.; Tuire, Palonen & Toni, Rogat [Show all 7 contributors for this article] (2019). Theorizing and Measuring Collective Productive Disciplinary Engagement, 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 (ISLS). ISSN 978-1-7324672-4-8. Full text in Research Archive
  • Damsa, Crina I. & Muukkonen, Hanni (2019). Conceptualizing pedagogies for learning through object-oriented collaboration in higher education. Research Papers in Education. ISSN 0267-1522. doi: 10.1080/02671522.2019.1677751. Full text in Research Archive
  • Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Designing for productive feedback: an analysis of two undergraduate courses in biology and engineering. Teaching in Higher Education. ISSN 1356-2517. doi: 10.1080/13562517.2019.1686699. Full text in Research Archive
  • Mirmotahari, Omid; Berg, Yngvar; Fremstad, Ester & Damsa, Crina I. (2019). Student engagement by employing student peer reviews with criteria-based assessment. IEEE Global Engineering Education Conference, EDUCON. ISSN 2165-9559. April-2019, p. 1152–1157. doi: 10.1109/EDUCON.2019.8725174. Full text in Research Archive
  • Damsa, Crina I. (2019). Learning with digital technologies in higher education. Journal of Educational Sciences & Psychology. ISSN 2247-6377. 9(1). Full text in Research Archive
  • Mirmotahari, Omid; Berg, Yngvar; Gjessing, Stein; Fremstad, Ester & Damsa, Crina I. (2019). A Case-Study of Automated Feedback Assessment. IEEE Global Engineering Education Conference, EDUCON. ISSN 2165-9559. April-2019, p. 1190–1197. doi: 10.1109/EDUCON.2019.8725249. Full text in Research Archive
  • Jornet, Alfredo & Damsa, Crina I. (2019). Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy. Learning, Culture and Social Interaction. ISSN 2210-6561. p. 1–10. doi: 10.1016/j.lcsi.2019.100329. Full text in Research Archive
  • Damsa, Crina I.; Nerland, Monika & Andreadakis, Zacharias (2019). An ecological perspective on learner‐constructed learning spaces. British Journal of Educational Technology (BJET). ISSN 0007-1013. 50(5), p. 2075–2089. doi: 10.1111/bjet.12855. Full text in Research Archive
  • Dolean, Dacian; Melby-Lervåg, Monica; Tincas, Ioana; Damsa, Crina I. & Lervåg, Arne (2019). Achievement gap: Socioeconomic status affects reading development beyond language and cognition in children facing poverty. Learning and Instruction. ISSN 0959-4752. 63. doi: 10.1016/j.learninstruc.2019.101218. Full text in Research Archive
  • Damsa, Crina I. & de Lange, Thomas (2019). Studentsentrerte perspektiver og tiltak i høyere utdanning : et forskningsbasert innspill til kvalitetsarbeid i praksis . UNIPED. ISSN 1500-4538. 42(1), p. 5–8. doi: 10.18261/issn.1893-8981-2019-01-01.
  • Damsa, Crina I. & de Lange, Thomas (2019). Student-centred learning environments in higher education - From conceptualization to design. UNIPED. ISSN 1500-4538. 42(1), p. 9–26. doi: 10.18261/issn.1893-8981-2019-01-0. Full text in Research Archive
  • Nerland, Monika & Damsa, Crina I. (2019). VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering. In Guile, David & Unwin, Lorna (Ed.), The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell. ISSN 9781119098591. p. 395–414. doi: 10.1002/9781119098713.ch20.
  • Damsa, Crina I. (2018). Research and Development Tasks in Teacher Education: Institutional Framing and Student Experiences. In Maassen, Peter; Nerland, Monika & Yates, Lyn (Ed.), Reconfiguring Knowledge in Higher Education. Springer Nature. ISSN 978-3-319-72831-5. p. 149–167.
  • Mirmotahari, Omid; Berg, Yngvar; Langmyhr, Dag; Fremstad, Ester & Damsa, Crina I. (2018). Studentaktivisering gjennom bruk av hverandrevurdering for førstesemesters studenter i Canvas LMS: en forsøksstudie. NIKT: Norsk IKT-konferanse for forskning og utdanning. ISSN 1892-0713. 1(1). Full text in Research Archive
  • Mirmotahari, Omid; Hiorth, Kristian Andreas; Gjessing, Stein; Fremstad, Ester & Damsa, Crina I. (2018). En eksempel-studie av automatisk tilbakemelding for programmeringsfag i høyere utdanning. NIKT: Norsk IKT-konferanse for forskning og utdanning. ISSN 1892-0713. 1(1). Full text in Research Archive
  • Afdal, Hilde Wågsås & Damsa, Crina I. (2018). Research-Based Education: An Exploration of Interpretations in Two Professional Higher Education Programmes. . In Maassen, Peter; Nerland, Monika & Yates, Lyn (Ed.), Reconfiguring Knowledge in Higher Education. Springer Nature. ISSN 978-3-319-72831-5. p. 129–148. doi: 10.1007/978-3-319-72832-2_8.
  • Mirmotahari, Omid; Berg, Yngvar & Damsa, Crina I. (2018). Innovating Assessment Practices Using Automated Feedback in Software in Computer Science Education. CEUR Workshop Proceedings. ISSN 1613-0073. 2128. Full text in Research Archive
  • Mirmotahari, Omid; Damsa, Crina I. & Berg, Yngvar (2018). Formative Feedback for Learning. Case Studies of Automated Feedback in Undergraduate Computer Science Education. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. 3, p. 1577–1578. Full text in Research Archive
  • Cerratto-Pargman, Teresa; Jahnke, Isa; Damsa, Crina I.; Nussbaum, Miguel & Säljö, Roger (2017). Emergent practices and material conditions in tablet-mediated collaborative learning and teaching. Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552. 2, p. 905–908.
  • Esterhazy, Rachelle & Damsa, Crina I. (2017). Unpacking the feedback process: an analysis of undergraduate students’ interactional meaningmaking of feedback comments. Studies in Higher Education. ISSN 0307-5079. 44(2), p. 260–274. doi: 10.1080/03075079.2017.1359249. Full text in Research Archive
  • Damsa, Crina I.; Dolean, Dacian & Pop, Raluca (2017). The Effects of Choral Repeated Reading on Foreign Language Reading Fluency of Words in Connected and Disconnected Text. International Journal of Linguistics. ISSN 1948-5425. doi: 10.5296/ijl.v9i2.11051. Full text in Research Archive
  • Damsa, Crina I.; Froehlich, Dominik & Gegenfurtner, Andreas (2017). Reflections on empirical and methodological accounts of agency at work. In Goller, Michael & Paloniemi, Susanna (Ed.), Agency at Work. An Agentic Perspective on Professional Learning and Development. Springer. ISSN 978-3-319-60942-3. doi: 10.1007/978-3-319-60943-0_22.
  • Damsa, Crina I.; Nerland, Monika & Jensen, Karen (2017). Enrolment of first-year students in knowledge domains: Unpacking transformative practices in three introductory courses. In Kyndt, Eva; Donche, Vincent; Trigwell, Keith & Lindblom-Ylänne, Sari (Ed.), Higher Education Transitions: Theory and Research. Routledge. ISSN 978-1138670884. doi: 10.4324/9781315617367-20.
  • Dacian, Dolean; Ioana, Tincas & Damsa, Crina I. (2016). 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. ISSN 1221-8111. Full text in Research Archive
  • Dacian, Dolean; Ioana, Tincas & Damsa, Crina I. (2016). 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. ISSN 1732-6729. 45(3), p. 39–52. Full text in Research Archive
  • Damsa, Crina I. & Jornet, Alfredo (2016). Revisiting learning in higher education—Framing notions redefined through an ecological perspective. Frontline Learning Research. ISSN 2295-3159. 4(4), p. 39–47. doi: 10.14786/flr.v4i4.208. Full text in Research Archive
  • Damsa, Crina I. & Ludvigsen, Sten Runar (2016). Learning through interaction and co-construction of knowledge objects in teacher education. Learning, Culture and Social Interaction. ISSN 2210-6561. 11, p. 1–18. doi: 10.1016/j.lcsi.2016.03.001.
  • Rasmussen, Ingvill & Damsa, Crina I. (2016). Heterochrony through moment-to-moment interaction: A micro-analytical exploration of learning as sense making with multiple resources. International Journal of Educational Research. ISSN 0883-0355. doi: 10.1016/j.ijer.2016.04.003.
  • Damsa, Crina I. & Nerland, Monika (2016). Student Learning Through Participation in Inquiry Activities: Two Case Studies in Teacher and Computer Engineering Education. Vocations and Learning. ISSN 1874-785X. p. 1–20. doi: 10.1007/s12186-016-9152-9.
  • Damsa, Crina I. (2015). The construction of knowledge objects through inquiry and use of domain-specific resources in computer engineering education. In Lindwall, Oskar; Häkkinen, Päivi; Koschman, Timothy; Tchounikine, Pierre & Ludvigsen, Sten Runar (Ed.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL). Vol. 1. International Society of the Learning Sciences. ISSN 978-0-9903550-6-9.
  • Damsa, Crina I. (2014). Collaborative knowledge practices in higher education: An analysis of student learning in two undergraduate programs. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. 3(January).
  • Damsa, Crina I. (2014). Shared Epistemic Agency and Agency of Individuals, Collaborative Groups, and Research Communitie. In Polman, J. L.,, Kyza, E., O'Neill, D. K., Taba (Eds.), Learning and becoming in practice, Proceedings of the International Conference of the Learning Sciences. International Society of the Learning Sciences (ISLS). ISSN 978-0-9903550-1-4. p. 440–450.
  • Damsa, Crina I. & Nerland, Monika (2014). Collaborative Knowledge Practices in Higher Education: A Comparative Analysis of Student Learning in Two Undergraduate Programs. In Polman, J. L.,, Kyza, E., O'Neill, D. K., Taba (Eds.), Learning and becoming in practice, Proceedings of the International Conference of the Learning Sciences. International Society of the Learning Sciences (ISLS). ISSN 978-0-9903550-1-4.
  • Damsa, Crina I.; Muukkonen, Hanni; Nerland, Monika; Lakkala, Minna; Toom, Auli & Kosonen, Kari [Show all 10 contributors for this article] (2014). Enrollment of higher education students in professional knowledge and practices. In Polman, J. L.,, Kyza, E., O'Neill, D. K., Taba (Eds.), Learning and becoming in practice, Proceedings of the International Conference of the Learning Sciences. International Society of the Learning Sciences (ISLS). ISSN 978-0-9903550-1-4. p. 1283–1292.
  • Damsa, Crina-Ioana (2014). The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 9(3), p. 247–281. doi: 10.1007/s11412-014-9193-8. Full text in Research Archive
  • Damsa, Crina-Ioana (2013). Creating knowledge through artefact-oriented collaboration: mechanisms. characteristics and technological support. In Johnsen, Berit Helene (Eds.), Research Project Preparation within Education and Special Needs Education. Introduction to Theory of Science, Project Planning and Research Plans. Cappelen Damm Akademisk. ISSN 978-82-7634-977-1. p. 201–219.
  • Damsa, Crina-Ioana; Ludvigsen, Sten Runar & Andriessen, Jerry (2013). Knowledge co-construction - epistemic consensus or relational assent? In Andriessen, Jerry (Eds.), Affective Learning together. Social and emotional dimensions of collaborative learning. Routledge. ISSN 978-0-415-69687-6. p. 97–119.
  • Richter, Christopher; Simonenko, Ekaterina; Sugibuchi, Tsuyoshi; Spyratos, Nicolas; Babic, Frantisek & Wagner, Jozef [Show all 10 contributors for this article] (2012). Mirroring Tools for Collaborative Analysis and Reflection. In Moen, Anne; Mørch, Anders Irving & Paavola, Sami (Ed.), Collaborative knowledge creation: Practices, tools, concepts. Brill|Sense. ISSN 978-94-6209-002-6. p. 117–141. doi: 10.1007/978-94-6209-004-0_7.
  • Damsa, Crina-Ioana & Andriessen, Jerry (2012). Epistemic agency for knowledge creation: an explorative case study. In Moen, Anne; Mørch, Anders Irving & Paavola, Sami (Ed.), Collaborative knowledge creation: Practices, tools, concepts. Brill|Sense. ISSN 978-94-6209-002-6. p. 203–219. doi: 10.1007/978-94-6209-004-0_11.
  • Damsa, Crina-Ioana & Ludvigsen, Sten R (2011). Learning through collaborative creation of knowledge objects in teacher education. In Spada, Hans; Stahl, Gerry; Miyake, N. & Law, Nancy (Ed.), The Computer Supported Collaborative Learning (CSCL) Conference 2011. International Society of the Learning Sciences. ISSN 978-0-578-09152-5.
  • Ludvigsen, Sten R; Damsa, Crina-Ioana & Muukkonen, Hanni (2011). Integrated tool support for learning through knowledge creation. In Spada, Hans; Stahl, Gerry; Miyake, N. & Law, Nancy (Ed.), The Computer Supported Collaborative Learning (CSCL) Conference 2011. International Society of the Learning Sciences. ISSN 978-0-578-09152-5.
  • Damsa, Crina-Ioana & Ludvigsen, Sten R (2011). Iterative co-construction of knowledge objects by student teachers. In Spada, Hans; Stahl, Gerry; Miyake, N. & Law, Nancy (Ed.), The Computer Supported Collaborative Learning (CSCL) Conference 2011. International Society of the Learning Sciences. ISSN 978-0-578-09152-5.
  • Damsa, Crina-Ioana; Erkens, Gijsbert & Janssen, Jeroen (2011). Analyzing discourse synthesis - use of semantic information for collaborative writing in secondary education. In Spada, Hans; Stahl, Gerry; Miyake, N. & Law, Nancy (Ed.), The Computer Supported Collaborative Learning (CSCL) Conference 2011. International Society of the Learning Sciences. ISSN 978-0-578-09152-5.
  • Damsa, Crina; Kirschner,, Paul; Andriessen, Jerry; Erkens, Gijsbert & Sins, Patrick (2010). Shared Epistemic Agency: An Empirical Study of an Emergent Construct. The Journal of the Learning Sciences. ISSN 1050-8406. 19(2), p. 143–186. doi: 10.1080/10508401003708381.

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  • Damsa, Crina I.; Borge, Marcela; Koh, Elizabeth & Worsley, Marcelo (2023). Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023. International Society of the Learning Sciences. ISBN 9783030895815.
  • Damsa, Crina I.; Rajala, Antti; Ritella, Giuseppe & Brouwer, Jasperina (2023). Re-theorising Learning and Research Methods in Educational Research. Routledge. ISBN 9781032071893. 300 p.
  • Damsa, Crina I. & Barany, Amanda (2023). Advances in Quantitative Ethnography. Proceedings of the 4th International Conference, ICQE 2022, Copenhagen, Denmark. Springer Nature. ISBN 9783031317255. 430 p.
  • Goller, Michael; Paloniemi, Susanna; Kyndt, Eva & Damsa, Crina I. (2022). Methods for researching professional learning and development: Challenges, applications, and empirical illustrations. Springer Nature. ISBN 9783031085178. 627 p.
  • van Aalst, Jan; Mu, Jin; Damsa, Crina I. & Msunde, Sydney E. (2022). Learning Sciences Research for Teaching. Routledge. ISBN 9781138902909. 372 p.

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  • Damsa, Crina I. & Barany, Amanda (2023). Preface . In Damsa, Crina I. & Barany, Amanda (Ed.), Advances in Quantitative Ethnography. Proceedings of the 4th International Conference, ICQE 2022, Copenhagen, Denmark. Springer Nature. ISSN 9783031317255.
  • Esterhazy, Rachelle; Kaliisa, Rogers; Sanchez, Daniel; Langford, Malcolm & Damsa, Crina I. (2023). Multimodal collaboration analytics in collaborative problem solving – a scoping review.
  • Damsa, Crina I.; Muukkonen, Hanni & Rummel, Nikol (2023). MULTIMODAL ANALYTICAL APPROACHES IN RESEARCHING COLLABORATIVE PROBLEM SOLVING.
  • Sanchez, Daniel; Esterhazy, Rachelle & Damsa, Crina I. (2023). Automated Feedback and Learning Design for Collaborative Problem Solving in Simulation Scenarios.
  • Kaliisa, Rogers & Damsa, Crina I. (2023). Supporting teachers in hybrid learning environments: The role of learning analytics.
  • Damsa, Crina I. (2023). Together for learning: Understanding the ecosystem of collaborative learning.
  • Damsa, Crina I. & Barany, Amanda (2023). Preface 2022. Communications in Computer and Information Science (CCIS). ISSN 1865-0929. 1785, p. v–vi.
  • Sutphen, Mary; Damsa, Crina I. & Solbrekke, Tone Dyrdal (2022). Strong dissatisfaction of university pedagogy courses? [Newspaper]. Khrono - https://khrono.no/strong-dissatisfaction-of-univers.
  • Damsa, Crina I. (2022). Digital undervisning er både en utfordring og en gevinst. [Newspaper]. Universitas - https://www.universitas.no/nyhetsintervju/digi.
  • Damsa, Crina I. & Rosenberg, Gulbrand (2022). Pedagogisk bruk av digital teknologi.
  • Damsa, Crina I. & Winstone, Naomo (2022). Conceptual, methodological and topical considerations for research on learning and assessment: towards an integrative research agenda.
  • Stensaker, Bjørn & Damsa, Crina I. (2022). Digitalisering av utdanning – før, under og etter pandemien. Khrono.no. ISSN 1894-8995.
  • Damsa, Crina I. (2022). NOKUT-frokost: Lansering av Studiebarometeret. [Internet]. NOKUT-YouTube kanal: https://www.nokut.no/hendelser/ar/febru.
  • Damsa, Crina I. (2022). Lærerne manglet både kompetanse og støtte da undervisningen ble heldigital. [Internet]. Forskning.no:https://forskning.no/partner-pedagogikk-skole-o.
  • Damsa, Crina I. (2021). Alltid digitalt beredt – på en pandemi? [Internet]. https://www.uv.uio.no/iped/forskning/aktuelt/aktuelle-saker/.
  • Esterhazy, Rachelle; de Lange, Thomas & Damsa, Crina I. (2021). Performing teacher feedback literacy in peer mentoring meetings.
  • Christensen, Hege Staaland; Damsa, Crina I. & Henriksen, Lise Toft (2021). Kollegaveiledning for PBL-veiledere i farmasiutdanning. In Wittek, Anne Line & de Lange, Thomas (Ed.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420.
  • Damsa, Crina I. (2021). The multilayered nature of small-group learning: Productive interactions in object-oriented collaboration. In Stahl, Gerry (Eds.), Theoretical Investigations Philosophical Foundations of Group Cognition. Springer Nature. ISSN 978-3-030-49157-4. p. 223–256. doi: 10.1007/s11412-014-9193-8..
  • Damsa, Crina-Ioana (2021). Online Teaching and Learning.
  • Damsa, Crina-Ioana (2021). Digital learning in pandemic times.
  • Damsa, Crina-Ioana (2021). Unit of analysis in learning research.
  • Esterhazy, Rachelle; Damsa, Crina I. & de Lange, Thomas (2021). University teachers’ enactment of feedback literacy during peer mentoring meetings .
  • Uehara, Dan; Damsa, Crina I. & Toft Henriksen, Lise (2021). Students’ Ecologies of Digital Resources. A mixed methods study.
  • Damsa, Crina I.; Gudmundsdottir, Greta Björk; Ragnarsdòttir, Hanna & Rodrigues, Carol Paul (2021). Knowledge integration and coordination of collaboration in interdisciplinary learning design teams. .
  • Rajala, Antti; Damsa, Crina-Ioana; Roger, Säljö; Van den Bossche, Piet; Bagga-Gupta, Sangeeta & Malmberg, Lars Erik [Show all 7 contributors for this article] (2021). How to Do a Peer Review? A Workshop on Learning to Review for EARLI Conferences and Journals. .
  • Araos Moya, Andres Arturo & Damsa, Crina-Ioana (2021). Online learning practices and affordances in undergraduate education: a mixed method study.
  • Esterhazy, Rachelle; Damsa, Crina-Ioana & Nerland, Monika Bærøe (2021). Co-creation of knowledge objects in undergraduate education – a qualitative analytical approach .
  • Damsa, Crina-Ioana; Lina, Markauskaite & Muukkonen, Hanni (2021). Analytical Approaches on Collaborative Learning with Digital Knowledge Objects.
  • Damsa, Crina-Ioana (2021). Course on Research Supervision.
  • Damsa, Crina I. & Langford, Malcolm Stroud (2020). Melder både om ny mestring, men også bekymring og stress.
  • Langford, Malcolm Stroud; Larsen, Johanna Marie; Damsa, Crina I. & Stensaker, Bjørn (2020). Nå trenger vi en krisepakke for undervisningen til høsten. Khrono.no. ISSN 1894-8995.
  • Damsa, Crina-Ioana (2020). Qualitative analysis of multimodal data, EARLI Special Interest Group 17 ‘Methods in Learning Research’ .
  • Damsa, Crina-Ioana (2020). Conference of EARLI Special Interest Groups, ‘Assessment in learning’ and ‘Higher Education'.
  • Damsa, Crina-Ioana (2020). Conference of EARLI Special Interest Groups: ‘Methods in Learning Research’.
  • Damsa, Crina-Ioana (2020). Student-centered Learning Approaches.
  • Damsa, Crina-Ioana & Wittek, Anne Line (2020). Group work in higher education. Pedagogical designs for fostering student engagement. In Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Ed.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. p. 115–134. doi: 10.1007/978-3-030-41757-4.
  • Nerland, Monika Bærøe & Damsa, Crina-Ioana (2019). VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering. In Guile, David & Unwin, Lorna (Ed.), The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell. ISSN 9781119098591. p. 395–414. doi: 10.1002/9781119098713.
  • Damsa, Crina I. (2019). The challenge of bridging paradigms through editorial work .
  • Damsa, Crina I.; Esterhazy, Rachelle & Nerland, Monika (2019). Analyzing learning through co-creation of knowledge objects in software engineering education.
  • Damsa, Crina I. & Tuire, Palonen (2019). 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. .
  • Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Course designs that cater for productive feedback.
  • Damsa, Crina I. (2018). Project-based learning in Computer Engineering Education (pp.39-57). In Nerland, Monika & Prøitz, Tine Sophie (Ed.), Pathways to quality in higher education : Case studies of educational practices in eight courses. Nordic Institute for Studies in Innovation, Research and Education (NIFU). ISSN 978-82-327-0319-7. p. 39–57. doi: ISSN%201892-2597.
  • Damsa, Crina I. & de Lange, Thomas (2018). Student-centered Learning in Norwegian and Finnish higher education: a research-based perspective to quality .
  • Fremstad, Ester; Damsa, Crina I. & Mirmotahari, Omid (2018). Promoting active learning through developing and using a digital tool for assessment.
  • Esterhazy, Rachelle & Damsa, Crina I. (2017). Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments.
  • Afdal, Hilde Wågsås & Damsa, Crina I. (2017). Research-based teacher education and engineering education.
  • Esterhazy, Rachelle & Damsa, Crina I. (2017). Students’ interactional meaning-making of assessment feedback viewed through a sociocultural lens.
  • Damsa, Crina I.; Jornet, Alfredo; Froelich, Dominik E. & Gegenfurtner, Andreas (2017). The unit of analysis in learning research: Approaches for imagining a transformative research agenda.
  • Nerland, Monika & Damsa, Crina I. (2017). Students’ and beginning professionals’ learning with web-based resources in software engineering.
  • Araos, Andres & Damsa, Crina I. (2017). 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. .
  • Damsa, Crina I.; Hunskaar, Tove Seiness & Andersson-Bakken, Emilia Ingegerd (2017). Tablet-mediated video observations as means for guidance and practice-based learning in teacher education.
  • Ceratto-Pargman, Teresa; Jahnke, Isa; Damsa, Crina I.; Nusbaum, Miguel & Säljö, Roger (2017). Emergent practices and material conditions on tablet mediated collaborative learning.
  • Damsa, Crina I.; Nerland, Monika & Stensaker, Bjørn (2016). Enhancing student learning through ‘student-centered approaches’: What matters for educational quality?
  • Damsa, Crina I.; Gegenfurtner, Andreas & Guerin, Laurence (2015). Innovative methodologies in learning research.
  • Damsa, Crina I. (2015). Introducing students to web design and development through collaborative projects in computer engineering education,
  • Nerland, Monika; Damsa, Crina I. & Jensen, Karen (2015). Introducing first-year students to the knowledge cultures of law, engineering and teaching.
  • Damsa, Crina I. (2015). Approaches to qualitative data analysis: interaction analysis and work with video-data.
  • Damsa, Crina I. (2015). Shared epistemic agency and its emergence in undergraduate students’ collaborative learning,
  • Damsa, Crina I. (2014). The PHD trajectory: an experience-based analysis.
  • Damsa, Crina I. (2014). Shared epistemic agency and the agency of individuals, groups and collaborative communities.
  • Nerland, Monika; Jensen, Karen; Damsa, Crina I. & Enqvist-Jensen, Cecilie (2014). The enrollment of students in professional knowledge cultures: Epistemic practices and learning in the introductory courses of three professional programs.
  • Damsa, Crina I. & Nerland, Monika (2014). Learning trajectories and enrolment of higher education students in professional knowledge and practices.
  • Damsa, Crina I. & Nerland, Monika (2014). Learning trajectories in higher education: a comparative analysis of student of students learning in two undergraduate programs.
  • Damsa, Crina-Ioana; Hakkarainen, Kai & Bauters, Merja (2012). Relational aspects of epistemic agency in knowledge artefact-oriented collaboration.
  • Damsa, Crina-Ioana & Ludvigsen, Sten R (2011). Collaborative Creation of Shared Knowledge Objects in Higher Education – Analysis of Process and Products.
  • Damsa, Crina-Ioana; Zoembach, Joerg & Ligorio, Beatrice (2011). Methodological Perspectives on Researching Learning with ICT,
  • Damsa, Crina; Ludvigsen, Sten Runar & Sins, Patrick (2010). Trialogical work in higher education: Creation and use of shared objects in knowledge creation practices, Paper presented in H. Muukkonen, C. I. Damsa & S. Ludvigsen, Collective object-bound activities: exploring the boundaries of knowledge creation and cultural historical activity theory frameworks, Symposium at the.
  • Damsa, Crina (2010). Creating knowledge through object-oriented collaboration - mechanisms, characteristics and technological support, Paper presented at teh Doctoral Consortium at ICLS 2010, Chicago, USA.
  • Damsa, Crina; Sins, Patrick; Strien, Johan & Reijnen, Bert (2010). Learning through collaborative creation of shared knowledge object: Technological support and analytic challenges, In J.Slotta, Content Analysis of Collaboratively Constructed Knowledge Artifacts: Issues and Opportunities for Research, Symposium at ICLS 2010, Chicago, USA.
  • Langford, Malcolm Stroud; Damsa, Crina-Ioana; Larsen, Johanne Maria Rohde; Slåttå, Kristin Steen; Westbye, Hilde & Wulff, Sophia Susanne Traub (2020). Første uken med digital undervisning I koronatiden: Jusstudenters erfaring. Universitetet i Oslo.
  • Langford, Malcolm Stroud & Damsa, Crina-Ioana (2020). Online teaching in the time of COVID-19 times: Academic Teachers’ experiences in Norway. Universitetet i Oslo.
  • Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Productive feedback practices in higher education. Investigating social and epistemic relations in two undergraduate courses (PhD thesis). Universitetet i Oslo. Full text in Research Archive
  • Damsa, Crina I.; de Lange, Thomas; Elken, Mari; Esterhazy, Rachelle; Fossland, Trine & Frølich, Nicoline [Show all 15 contributors for this article] (2015). Quality in Norwegian Higher Education: A review of research on aspects affecting student learning. Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 978-82-327-0127-8.
  • Paavola, Sami; Richter, Christoph; Allert, Heidrun; Karlgren, Klas; Bauters, Merja & Lallimo, Jiri [Show all 13 contributors for this article] (2010). DIV4.6 Report on Empirical Research. University of Helsinki.

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Published Jan. 11, 2012 9:16 AM - Last modified Nov. 24, 2023 10:18 AM