Crina Damsa

Esterhazy, R., Kaliisa, R., Sanchez, D., Langford, M., & Damsa, C. (2025). Advancing Multimodal Collaboration Analytics: A Scoping Review. Journal of Learning Analytics, 1-20. https://doi.org/10.18608/jla.2025.8625 

Markauskaite, L., Schwarz, B., Damşa, C., & Muukkonen, H. (2024). Beyond disciplinary engagement: Researching the ecologies of interdisciplinary learning. Journal of the Learning Sciences, 33(2), 213–241. https://doi-org.ezproxy.universitetetioslo.no/10.1080/10508406.2024.2354151 

Damşa, C., Rajala, A., Ritella, G., Brouwer, J. (2023). Re-Theorising Learning and Research Methods in Learning Research, Routledge series New Perspectives on Learning and Instruction. 10.4324/9781003205838

Markauskaite, L.; Carvalho, L. & Damsa, C.. (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.. p. 30–47, 10.4324/9781003205838

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., Nerland, M. & Andreadakis, Z. (2019). An ecological perspective on learner‐constructed learning spaces, British Journal of Educational Technology, https://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 Learning, Volume 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.

• Kaliisa, Rogers; Damsa, Crina; Eagan, Brendan; Esterhazy, Rachelle; Langfold, Malcolm & Misiejuk, Kamila (2026). Do modes of presence matter? regulation and participation in graduate students’ hybrid synchronous group-based collaboration. Learning and Instruction. ISSN 0959-4752. 105. doi: 10.1016/j.learninstruc.2026.102405. Full text in Research Archive
• Oswald, Emily & Damsa, Crina I. (2025). Interdisciplinary Curricular Co-Design: An Interaction Analysis of Teacher-Researcher Collaboration. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. p. 1997–2001. doi: 10.22318/icls2025.430707. Full text in Research Archive Show summary

  Drawing on a prominent theorization of collaboration, this paper analyzes interaction between a teacher and a researcher engaged in curricular co-design. The episode occurred during a process to develop a new interdisciplinary teaching sequence for secondary students on the sustainable use of electric vehicle batteries. The analysis illustrates the dynamics of collaboration in curricular co-design, highlighting joint work on the problem of what topics to teach. The participants’ work on this problem proceeded by co-elaborating candidate topics; evaluating the suitability of topics for the teaching at hand; and reformulating one topic in light of participants’ knowledge and expertise. This activity involved the teacher and researcher orienting to different knowledge resources, only some of which had been introduced in the task. This empirical illustration demonstrates how collaboration in the domain of curricular co-design may proceed, and contributes to a more nuanced understanding of how teachers and researchers learn in co-design processes.

• Esterhazy, Rachelle; Kaliisa, Rogers; Sanchez, Daniel; Langford, Malcolm & Damsa, Crina I. (2025). Advancing Multimodal Collaboration Analytics. Journal of Learning Analytics. 12(2), p. 105–124. doi: 10.18608/jla.2025.8625. Full text in Research Archive
• Kaliisa, Rogers; López-Pernas, Sonsoles; Misiejuk, Kamila; Damsa, Crina I.; Sobocinski, Márta & Järvelä, Sanna [Show all 7 contributors for this article] (2025). A Topical Review of Research in Computer-Supported Collaborative Learning: Questions and Possibilities. Computers & Education. ISSN 0360-1315. 228. doi: 10.1016/j.compedu.2025.105246. Full text in Research Archive Show summary

  This study maps the evolution and state of Computer-Supported Collaborative Learning (CSCL) research, analyzing 6388 documents published between 1990 and 2022. The findings highlight the sustained engagement of a core group of scholars and the field's geographic concentration in Western countries, particularly the USA and Europe. While the field remains productive and diverse, recent trends reflect a growing emphasis on integrating emerging technologies such as learning analytics, augmented and virtual reality, and artificial intelligence (AI) into collaborative learning contexts. The study uncovers a tension within CSCL between its epistemological and methodological diversity and the need for theoretical coherence. This diversity has allowed the field to adapt and innovate but raises concerns about fragmentation and the risk of losing a unified identity. For example, while scripting remains a foundational topic, debates persist on balancing instructional guidance with learner agency to foster productive collaboration. Looking ahead, the study underscores the need for CSCL to develop integrative theoretical frameworks that bridge its rich historical foundations with the challenges posed by large-scale, distributed, and technology-mediated collaboration. Addressing these challenges, such as aligning AI innovations with existing theories and ensuring cumulative knowledge-building, will be critical for the field's ability to sustain its relevance and influence in understanding collaborative learning in complex educational environments.

• Kaliisa, Rogers; López-Pernas, Sonsoles; Misiejuk, Kamila; Saqr, Mohammed & Damsa, Crina I. (2024). Exploring the Dynamics and Trends of Knowledge Exchange: A Structured Topic Modeling Approach of the CSCL Conference Proceedings. Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning. p. 261–264. doi: 10.22318/cscl2024.105178. Full text in Research Archive
• Sanchez, Daniel; Kaliisa, Rogers; Esterhazy, Rachelle & Damsa, Crina I. (2024). Unpacking the Elicitation Process for Multimodal Learning Analytics based Feedback. Proceedings 14th International Conference on Learning Analytics & Knowledge. Full text in Research Archive
• Fawns, Tim; Bearman, Margaret; Dawson, Phillip; Nieminen, Juuso Henrik; Ashford-Rowe, Kevin & Willey, Keith [Show all 9 contributors for this article] (2024). Authentic assessment: from panacea to criticality. Assessment & Evaluation in Higher Education. ISSN 0260-2938. doi: 10.1080/02602938.2024.2404634. Full text in Research Archive
• Kaliisa, Rogers; Dane, Jai Oni; Sanchez, Daniel; Pratt, Jade; Damsa, Crina I. & Scianna, Jennifer (2023). Understanding Group Dynamics During Synchronous Collaborative Problem-Solving Activities: An Epistemic Network Approach. In Ruis, Andrew R & Seung, Lee. B (Ed.), Advances in Quantitative Ethnography. Springer Nature. ISSN 9783030677886. p. 81–95. doi: 10.1007/978-3-031-47014-1_6. Full text in Research Archive
• 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. Full text in Research Archive Show summary

  Re-Theorising Learning and Research Methods in Educational Research explores the latest developments in the field of learning theory, offering an overview of emerging methods, and demonstrating how recent research contributes to furthering understanding of learning. This book illustrates how theory and methods inform one another, facilitating advancements in the field, while addressing the ways in which societal and technological change create a need for adapting approaches to examining learning. Drawing on an international team of contributors, this book comprises seventeen chapters and three commentaries, thematically organized into three broad sections: emerging theories and conceptualisations of learning and how they drive methodological development new methods or innovative use of existing methods and their contribution to theory development theories and methods that emerge in connection with societal changes Both novice researchers and more experienced scholars will benefit from an overview of recent theoretical and methodological advances in the learning research field. This is an invaluable resource for researchers in the learning and educational research field, and will also support Masters and PhD students to understand how learning theories and research methodology in the field have been evolving in recent years.

• 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. Full text in Research Archive Show summary

  Re-Theorising Learning and Research Methods in Educational Research explores the latest developments in the field of learning theory, offering an overview of emerging methods, and demonstrating how recent research contributes to furthering understanding of learning. This book illustrates how theory and methods inform one another, facilitating advancements in the field, while addressing the ways in which societal and technological change create a need for adapting approaches to examining learning. Drawing on an international team of contributors, this book comprises seventeen chapters and three commentaries, thematically organized into three broad sections: emerging theories and conceptualisations of learning and how they drive methodological development new methods or innovative use of existing methods and their contribution to theory development theories and methods that emerge in connection with societal changes Both novice researchers and more experienced scholars will benefit from an overview of recent theoretical and methodological advances in the learning research field. This is an invaluable resource for researchers in the learning and educational research field, and will also support Masters and PhD students to understand how learning theories and research methodology in the field have been evolving in recent years.

• 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. Full text in Research Archive
• 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. Full text in Research Archive
• Moya, Andres Arturo Araos & Damsa, Crina I. (2023). Affordances and agency in students’ use of online platforms and resources beyond curricular boundaries. Learning, Media and Technology. ISSN 1743-9884. doi: 10.1080/17439884.2023.2230124. Full text in Research Archive Show summary

  This study explored how agency is expressed when undergraduate students cross curricular boundaries to learn software development by realising affordances enabled by resources on online platforms. The study employed a qualitative research design based on individual stimulated recall interviews with 27 computer and software engineering students. The hybrid thematic analysis employed an ecological framework in which the actions the students performed during software development tasks were interpreted in relational terms. The results reveal multiple interrelated affordances that were realised as the students learnt by using various resources on different online platforms. Agency was expressed primarily through students pursuing specific objectives related to their learning across platforms and curricular boundaries and was shared and distributed across people and the environment. The findings highlight the idea that boundaries are formed and crossed based on how people experience the environment, which, in turn, is enabled or constrained by the resources used.

• Damsa, Crina I.; Muukkonen, Hanni; Gasevic, Dragan; Janssen, Jeroen J. W. M.; Leeuwen, Anousckha Van & 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. Full text in Research Archive
• 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. Full text in Research Archive
• Damsa, Crina I.; Gasevic, Dragan & Moya, Andres Arturo Araos (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. Full text in Research Archive
• Damsa, Crina I.; Erstad, Ola Andres; Sefton-Green, Julian; hillman, Thomas; Moya, Andres Arturo Araos & 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. Full text in Research Archive
• Moya, Andres Arturo Araos; 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. Full text in Research Archive Show summary

  Background The surge of online platforms has generated interest in how specialized platforms support formal and informal learning in various disciplinary domains. Knowledge is still limited regarding how undergraduate students navigate and use platforms to learn. Objectives This study explores computer and software engineering students' learning practices, wherein online platforms are used as resources for both curricular learning activities and students' interest-driven learning. Methods The learning practices of 73 students were examined using a mixed-methods design and a conceptualization of practices accounting for the context and purpose of their enactment. The dataset includes students' self-reports on domain-specific learning activities, three-month-long web-browsing history of multiple platforms and stimulated-recall interviews. The data were analysed through latent class and thematic analyses. Results and Conclusion Five distinct patterns were found in the use of online platforms. These patterns show that different types of platforms were used purposely and in combination during curricular and interest-driven activities aimed at learning software development. Moreover, students' purposes were driven by both the need to progress in their learning activities and the development of their interest in software development. The findings highlight the complexity of students' learning with online platforms, which develop quite extensively beyond curricular boundaries. Implications The findings stress the need to recognize that undergraduate students' learning practices involve multiple online platforms and activities beyond the formal curriculum and that these play a key role in developing students' interests in learning software development. Moreover, our findings indicate the importance of taking into account the way students' learning practices unfold within platforms and how these relate to domain-specific practices.

• Esterhazy, Rachelle; Lange, Thomas de & 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 Show summary

  In this study, we examine how university teachers perform teacher feedback literacy (TFL) during problem-based peer mentoring meetings (PPM). Using video observations, we analyse the topics and moment-to-moment interactions as the teachers collectively reflect on challenges experienced during feedback encounters with their graduate students and plan more productive feedback encounters in the future. Our findings provide examples of how TFL can be performed collaboratively by teachers sharing experiences, asking explorative questions and envisioning future scenarios together. In these interactions, teachers discuss topics addressing the feedback context, the candidate’s responses, feedback strategies as well as relational and emotional aspects of feedback encounters. The study’s empirical insights contribute to our conceptual understanding of TFL as a set of situated practices that include not only practices of enacting feedback encounters with students, but also practices of reflecting on previous feedback encounters and planning feedback encounters ahead.

• Moya, Andres Arturo Araos; 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. Full text in Research Archive
• Damsa, Crina-Ioana; Muukkonen, Hanni; Leeuwen, Anouschka van; 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. p. 41–44. Full text in Research Archive
• 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. 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. Full text in Research Archive
• 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 Show summary

  This study examines academic teachers' agency and emergency responses, prompted by the physical closure of universities and university colleges due to the COVID-19 crisis. The pandemic-related lockdown accelerated the digitalization of education and forced teachers to adjust their teaching. A theoretical model is elucidated, in which teachers' agency is understood as the willingness to engage in iterational, practical-evaluative, projective, and transformative action despite the existence of practical, personal, and institutional constraints. We explored the nature and degree of this agency through a survey of university teachers in Norway in the first month of the lockdown. Teachers attempted to create learning environments that facilitated knowledge transfer and interaction and sought to solve problems through self-help and support from colleagues and network, although many struggled with insufficiently developed digital competence and institutional support. Latent profile and qualitative analyses revealed different clusters of teacher responses, from strong resistance to online teaching through to transformation of teaching practices. Qualitative analyses unveiled different expressions of teachers' agency, both ostensible and occlusive, whereby action was shaped by constraining circumstances. These findings can inform future studies of online teaching, indicate the conditions for development of teachers’ digital competence, and illustrate the challenges brought about by crises.

• 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 9783030491574. Full text in Research Archive
• Damsa, Crina I.; Christensen, Hege S & Tuft, Lise Hendriksen (2021). Kollegaveiledning for PBL-veiledere i farmasiutdanning. In Wittek, Anne Line & Lange, Thomas de (Ed.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. Full text in Research Archive
• 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. doi: 10.1016/j.lcsi.2020.100407. Full text in Research Archive Show summary

  The unit of analysis is a central piece in any methodology - it determines the object of inquiry. In the growingly diverse landscape of learning research, being clear about our units of analysis becomes a matter of utmost importance. This special issue brings together contributions from diverse theoretical and methodological traditions within learning research, in which the unit of analysis is made explicit both with respect to concrete empirical cases and to implications for learning research and practice. By offering an overview of frameworks and diverse analytical tools available in the current research on learning, the articles together contribute to a much needed quest for being more specific, as a collective, on the different understandings of what learning is, and how it can be studied. Overall, the special issue highlights theoretical and methodological implications with regard to the potential each unit of analysis has for research on learning and for facilitating change in the educational practice, offering thus input for imagining a transformative agenda.

• 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. Full text in Research Archive
• 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. Full text in Research Archive
• 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 9781732467262. p. 398–406. doi: 10.22318/icls2020.398. Full text in Research Archive
• 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 9781732467279. Full text in Research Archive
• 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 9781732467262. p. 1084–1094. 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 9781732467262. Full text in Research Archive
• Damsa, Crina I. & Lange, Thomas de (2019). Studentsentrerte perspektiver og tiltak i høyere utdanning : et forskningsbasert innspill til kvalitetsarbeid i praksis. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 42(1), p. 5–8. doi: 10.18261/issn.1893-8981-2019-01-01. 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 Show summary

  This paper elaborates on the notion of object-oriented collaborative learning by building on empirical material from two case studies in higher education. Prior empirical findings show how knowledge objects are evolving entities, shaped by the interactions between participants, and how students learn from engaging in knowledge practice that involves different activities with knowledge objects. However, the pedagogy of teaching and learning with objects needs to be further explored and grounded in empirical data. Using two case studies, we examine how learning designs in higher education courses support students’ learning through work on shared knowledge objects, as well as how students experience these designs and the learning process. By means of complementary datasets, the learning design, enacted teaching practices, collaboration processes, experiences, and competence learned are mapped and analysed. The findings are helpful in elucidating the learning taking place through interaction and practices mediated by shared knowledge objects, as well as informing the development of principles of a pedagogy of object-oriented collaborative learning, which provide practical recommendations and invite further research endeavours.

• Damsa, Crina I. & Lange, Thomas de (2019). Student-centred learning environments in higher education - From conceptualization to design. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 42(1), p. 9–26. doi: 10.18261/issn.1893-8981-2019-01-0. Full text in Research Archive Show summary

  This contribution proposes student-centred learning environments (SCLEs) as an instrumental notion for teachers and institutions in higher education. SCLEs are viewed as spaces for learning that enable students to address unique learning interests and needs, to meet institutional requirements as well as engage with knowledge, resources, tools, or people in order to learn. To clarify the notion, the article problematizes the idea of student centrality and discusses key assumptions following perspectives to learning that emphasize students’ responsibility, when also being provided with the necessary guidance and support in the process. The article identifies a set of principles to be considered when designing such learning environments in higher education. Two examples of course designs in software engineering and legal education are examined and discussed in an attempt to illustrate how these principles are employed in these two contexts. By accounting for the fact that SCLEs can cater, foster and support student learning, the article makes a case that such environments need to be carefully crafted. Ultimately, this contribution provides a toolbox for teachers and higher education programmes in higher education, which could be employed to enhance the quality of teaching and learning.

• Damsa, Crina I. (2019). Learning with digital technologies in higher education. Journal of Educational Sciences & Psychology. ISSN 2247-6377. 9(1), p. 5–5. Full text in Research Archive Show summary

  This exploratory research study proposes the notion of learning ecologies, as a space for learning where students can navigate to find knowledge by engaging with digital-material technologies. The study engages in a conceptualization of learning wherein the students are viewed as active participants, who seek knowledge and resources also outside the course contexts. The study explores this assumption in the empirical context of two higher education courses, in software engineering and teacher education. The analyses of the qualitative data indicate that digital-material tools are a part of the students’ learning processes and shape the way they act and learn during the activities. The study proposes that pedagogical practice in higher education gives better consideration to how digital technologies can be embedded in the formal learning environments and connects students to various sites for learning.

• 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 Show summary

  Learning to read efficiently is one of the main skills that children has to learn in school and is important in order to functioning well in modern society. Even if children's reading skills seem to be related to their socioeconomic status, only a few studies have examined how SES is related to the development of reading skills in children facing severe poverty. This study traced 322 Roma children facing severe poverty from 7 through 9 years and compared them with an unselected sample of 178 Romanian non-Roma children. The Roma children had both poorer initial reading and a slower growth of their reading skills. In contrast to previous studies, SES did explain growth in reading skills after controlling for other well-known cognitive and linguistic predictors of reading. Among the Roma children, the effects of SES on reading growth were partly mediated by school absence. Thus, interventions directed at Roma children facing severe poverty need to target both the quality of reading instruction and broader aspects of these children's lives.

• 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 Show summary

  Unit of analysis is a methodological staple in the constitution of any learning theory, determining how different frameworks lead to different kinds of empirical observation. In this regard, emerging ecological—sociocultural and situative—approaches have been distinguished from more classical frameworks in that their units of analysis are said to expand beyond the individual to include their social contexts or environments. However, elaborations on unit of analysis are scarce and often build upon a formalistic distinction between the “individual” and the “social,” where differences among frameworks tend to be oversimplified and dichotomised. To contribute remediating this situation, in this study we shift attention into the logics of explanation that underlie different formulations, and distinguish between formal and ecological logics. Grounding our discussion on analyses derived from a participant ethnography at an arts-based school, we discuss how, whereas formal logic tends to focus on objects and their relations, ecological logic—consistent with dialectical logic—allows defining units of analysis that capture those developmental characteristics proper of (individual, social) life.

• 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. Full text in Research Archive
• 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 9781732467248. Full text in Research Archive Show summary

  Interdisciplinary learning (IDL) has become widespread in schools, universities, workplaces and diverse R&D settings. However, it is a highly challenging, fragmented and underexplored domain. Research that examined it is dispersed across multiple theoretical and methodological traditions, and targets diverse research problems, yet generating little impact on practice. This workshop aims to create a more holistic understanding of this research field by enabling CSCL researchers to share their theoretical and methodological tools and practices. It further aims at outlining an agenda for synthesizing this work into an integrated theoretical and methodological toolkit that would allow researchers, designers and other practitioners in the IDL field to conceptualize their studies and design IDL environments more holistically and robustly. The workshop is co-organized by an international team of researchers with expertise in studying various aspects of interdisciplinary collaboration, knowledge co-creation and learning, and who operate within diverse research traditions. Participants will be invited through an open call, highlighting the need for contributions of conceptual, methodological and empirical nature.

• 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 9781732467248. Full text in Research Archive Show summary

  This symposium aims to explore current research working toward conceptualizing and measuring productive disciplinary engagement (PDE) contextualized in diverse learning and project contexts. Disciplinary engagement is critical for fostering students’ deep, integrated understanding of STEM content and disciplinary practices. However, there are significant challenges to reaching this engagement quality, with CSCL environments providing opportunities and supports for engagement, but also posing challenges. This symposium aims to account for recent developments, as presenters showcase rich range in exploring application of PDE in diverse domains, grade bands, and learning contexts. The presentations also showcase a range of methods to analyze PDE as collective, situated, cross-contextual, dynamic, and generative.

• 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 Show summary

  In the wake of a growing emphasis on students taking a more central role in shaping their own learning, it has become increasingly important that course designs cater for productive feedback. This study explores how feedback opportunities were incorporated into two course designs that in different ways aimed at engaging students actively in knowledge construction, and what might have contributed to making feedback in those contexts productive. A thematic analysis of course documents and interviews with teachers and students reveals that both courses included productive feedback opportunities. These were generated by arranging task and responsibilities in such ways that students could make use of feedback in their immediate work and their future learning. Our findings suggest that planning for productive feedback entails more than generating good feedback comments. Instead, teachers should view feedback as integral to their course designs and consider the practices of their disciplines during the planning process.

• 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. 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 Show summary

  This study was conducted in a first year university course in computer programming. We investigated how the use of a digital assessment tool, consisting of quantitative weighting and which simultaneously generate qualitative formative feedback, improves the quality of the assessment and not least supports the students' further learning. Analysis of quantitative data generated by the digital system, as well as qualitative data from involved parties, shows clear improvements in validity and reliability in assessment. All students received automated feedback on their exam. In this paper, we show how the use if the tool contributed to students' learning and academical development. Furthermore, we present the process of developing this system for evaluation and automatic feedback, and conclude with results seen from teachers, reviewers and students' perspectives.

• 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 Show summary

  This paper argues for the need to develop a relational, emergent and plural understanding of learning spaces. We take an ecological perspective on learning, which allows us to conceptualize learning spaces as (co‐)constructed by learners; emerging through learners' practices, interactions and activities; and facilitated by pedagogical arrangements. In the co‐construction of spaces for learning, tapping into various ecologies of resources—whether intellectual, relational or digital material—becomes an organic, iterative, agentic endeavour for learners. This paper proposes a set of principles to synthesize this conceptualization and facilitates an understanding of such emergent learning spaces. An empirical illustration extracted from a collaborative student project in software engineering education contributes to grounding the conceptual argument and provides a clarifying example. Ultimately, this contribution suggests that in order to support the emergence of learning spaces that are resource‐rich and conducive to learning, educational contexts and pedagogical arrangements must provide both the framing conditions and also the flexibility and permeability required to access the wider ecologies of resources made available through digital technologies.

• 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 Show summary

  Evaluation of student projects by students themselves is highlighted in research as a method to engage the students, and to strengthen their learning and meta-cognition. Assessing others students' achievements can be a way for beginner students to develop insight into the academic criteria and methods in a subject. It can also contribute to their understanding of their own learning process and how they best can make progress with the studies. We used the Canvas functions Rubrics and SpeedGrader to manage a review of 524 student projects. We examined various aspects: how the students experienced this type of learning activity; whether the students' assessments were in line with the teachers' review; in what way and to what extent reviewing each others' work contributed to their learning; and how data generated through this activity provides information to teachers to improve their teaching. Despite some technical shortcomings and challenges, the experiment generated a series of insightful results.

• 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 9783319728315. p. 149–167. Full text in Research Archive
• Mirmotahari, Omid; Berg, Yngvar & Damsa, Crina I. (2018). Innovating Assessment Practices Using Automated Feedback in Software in Computer Science Education. CEUR Workshop Proceedings. 2128. Full text in Research Archive Show summary

  This study examines modalities of generating and providing automated formative feedback to Computer Science undergraduate students ’and their experiences with the system and the received feedback. A software for automated feedback has been developed and used in this study in order to both support the students learning process,and to test how a set of elaborated assessment criteria can contribute to the students better understanding of their own knowledge and learning.The findings show that providing the students with explicit feedback in addition to regular summative evaluation (grades and point sum) stimulated their understanding and awareness of their knowledge level and exam performance. Besides, it triggered ideas and reflections related to their future learning steps and approaches, which follows the principles of feed forward.

• 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
• 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 9783319728315. p. 129–148. doi: 10.1007/978-3-319-72832-2_8. Full text in Research Archive
• 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 Show summary

  I denne forsøksstudien har vi gjennomført hverandrevurdering på et førsteårsemne i informatikk. Hverandrevurdering fremheves i forskningen som en metode for å aktivisere studentene, og å styrke deres læring og metakognisjon. Ikke minst kan det å vurdere andres faglige prestasjoner være en måte for begynnerstudenter å utvikle innsikt i de faglige kriteriene og arbeidsmåtene i faget. Det kan også bidra til deres forståelse av egen læringsprosess og hvordan de best kan jobbe med studiene. Vi brukte Canvasfunksjonen Rubrics og SpeedGrader til å administrere hverandrevurdering av 524 studentbesvarelser. Det vi ønsket å undersøke var hvordan studentene erfarte denne typen læringsaktivitet; hvorvidt studentenes vurderinger var i tråd med faglærers vurdering; på hvilken måte og i hvilken grad hverandrevurderingen bidro til studentenes læring; samt hvordan data generert gjennom denne aktiviteten gir informasjon til faglærer som kunne brukes til å forbedre og tilpasse undervisningen. Til tross for enkelte tekniske mangler og utfordringer ga forsøket mange positive resultater.

• 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 Show summary

  Denne studien er gjennomført i forbindelse med eksamen i et førsteårs programmeringsemne ved et universitet. Vi har undersøkt hvordan vi ved bruk av et egenutviklet verktøy for sensurering som består av kvantitativ vekting og som samtidig genererer kvalitative tilbakemeldinger til studentene forbedrer kvaliteten på sensur og på eksamensoppgavene, og ikke minst støtter studentenes videre læring. Gjennom analyse av kvantitative data generert av systemet, samt kvalitative data fra involverte parter fremkommer tydelig forbedringer i validitet og reliabilitet i sensur, samt positive erfaringer fra sensorer og faglærere og ikke minst fra studentene som opplever at det å få tilbakemelding på eksamen bidrar til deres læring og utvikling. Vi vil i denne artikkelen beskrive prosessen med å utviklingen dette systemet for sensur og automatisk tilbakemelding, og presentere resultatene sett fra faglærere, sensorenes og studentenes perspektiv.

• 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 Show summary

  In light of a growing emphasis on student-centred learning approaches, feedback is viewed as an activity that has potential to facilitate higher education students’ explorations of knowledge contents and practices. However, research shows that feedback does not always lead to the expected student engagement. This qualitative study proposes a feedback conceptualization informed by sociocultural notions, in which students co-construct meaning from the teacher’s feedback comments through interaction over time, with each other, the teacher, and relevant resources. Based on an in-depth analysis of undergraduate biology students’ discussions of feedback comments, we found that the feedback process takes the form of a meaning-making trajectory students move along by orienting towards and elaborating on both task-specific and general-knowledge content. Thereby, we contribute to a better understanding of what constitutes feedback processes viewed from an interactional perspective and generate knowledge on how to tailor our feedback practices to better address the students’ needs. This is a Submitted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 08 Aug 2017, available online: http://www.tandfonline.com/10.1080/03075079.2017.1359249

• 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. 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. doi: 10.5296/ijl.v9i2.11051. Full text in Research Archive Show summary

  Repeated reading has been successfully used to enhance reading fluency in L1, but little is known about how (and to what extent) this strategy impacts reading in foreign language classrooms. Our paper reports the results of a 5-week intervention program aimed to improve reading fluency of middle school students during their English as a foreign language classes. Four classes of sixth-graders divided in two groups received two reading treatments for the last 15 minutes of the class: choral repeated reading (CRR) and reading comprehension/vocabulary development (RC/VD). Results indicated that a short term intervention program of repeated reading can lead to significant improvements of fluency only at lexical level (words in disconnected text) but not at syntactic level (words in connected text). Pedagogical implications and further research directions are addressed.

• 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 9781138670884. doi: 10.4324/9781315617367-20. 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 9783319609423. doi: 10.1007/978-3-319-60943-0_22. Full text in Research Archive
• 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. 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 (FLR). 4(4), p. 39–47. doi: 10.14786/flr.v4i4.208. Full text in Research Archive Show summary

  In this contribution, we employ an ecological approach as a resourceful means of revisiting the notion of learning in the knowledge society in general and in higher education in particular. Learning is re-conceptualised as a process entailing mutually constitutive, epistemic, social and affective relations in which knowledge, identity and agency become collective achievements of ecosystems. This process entails a trans-contextual and multimodal endeavour, through which both learners and their social and material environments change. Throughout the paper, we discuss implications of an ecological approach to framing notions central to current educational research, namely (a) knowledge co-construction and epistemic agency, (b) the role of (material) knowledge resources in the learning process and (c) the trans-contextuality that characterises learning in today’s knowledge society. We conclude by discussing prospects that an ecological perspective offer to higher education research and practice. The insights emerging from this re-conceptualisation imply changes in the ways we analytically account for and enhance the transformative potential of education. They also indicate a necessity for further advancing our understanding of learners’ ways of assembling the epistemic space necessary to engage in meaningful learning, their agency and authoritative positioning in this process, and their relationship with the (social, material) environment.

• 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. 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 Show summary

  Literacy skills of Roma children throughout Europe are shown to be significantly lower compared with their non-Roma peers. This fact is frequently attributed to the substandard socio-economic status (SES) of the Roma population. However, there is little empirical substantiation for the extent to which the SES of Roma children can be associated with poor literacy skills, as well as the extent to which remedial programs aimed to enhance those skills can be effective after school starts. The presented study aimed to analyze comparatively the relationship between SES and one of the literacy predictors, phonemic awareness (PA), of 171 Roma (n = 42) and non-Roma (n = 129) first-graders, and the effectiveness of a classroom intervention program aimed to enhance this skill. Results showed that a) PA of Roma 1st graders is significantly lower than that of their non-Roma peers coming from the same community, but the difference is significantly reduced after accounting for SES, b) there are important inter-ethnical differences between Roma and non-Roma when PA is correlated with socio-economic indicators, c) intervention programs aimed to increase the PA of Roma children should begin earlier than 1st grade, if expected to produce significant effects above and beyond those generated by regular classroom activities and d) the development of the PA of Roma and non-Roma children has a similar growth rate once they start receiving formal education. This research was originally published in The New Educational Review. © 2016 Adam Marszałek Publishing House http://www.educationalrev.us.edu.pl/e45/a3.pdf

• 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 Show summary

  Research literature shows that Roma children’s literacy skills are less developed compared with their non-Roma peers. This situation represents a major deterrent in integration of Roma within the majority of countries of European Union. In this study we measured the effects of an intervention program aimed to diminish the gap in reading fluency skills between Roma and non-Roma 2nd grade children. The results indicated that a) Roma children’s performance was significantly lower than their non-Roma peers before and after the intervention, b) there was no difference in the reading fluency growth rate of Roma and non-Roma children and c) poor school attendance of Roma children moderated the effect of Roma ethnicity. The findings suggest that poor school attendance has a particularly significant negative effect on the development of reading fluency of children of Roma ethnicity.

• 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. Full text in Research Archive
• 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 9780990355069. Full text in Research Archive

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• Damsa, Crina I.; Rajala, Antti; Ritella, Giuseppe & Brouwer, Jasperina (2023). Re-theorising Learning and Research Methods in Educational Research. Routledge. ISBN 9781032071893. 300 p. Full text in Research Archive Show summary

  Re-Theorising Learning and Research Methods in Educational Research explores the latest developments in the field of learning theory, offering an overview of emerging methods, and demonstrating how recent research contributes to furthering understanding of learning. This book illustrates how theory and methods inform one another, facilitating advancements in the field, while addressing the ways in which societal and technological change create a need for adapting approaches to examining learning. Drawing on an international team of contributors, this book comprises seventeen chapters and three commentaries, thematically organized into three broad sections: emerging theories and conceptualisations of learning and how they drive methodological development new methods or innovative use of existing methods and their contribution to theory development theories and methods that emerge in connection with societal changes Both novice researchers and more experienced scholars will benefit from an overview of recent theoretical and methodological advances in the learning research field. This is an invaluable resource for researchers in the learning and educational research field, and will also support Masters and PhD students to understand how learning theories and research methodology in the field have been evolving in recent years.

• 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. Full text in Research Archive
• 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. 0 p. Full text in Research Archive
• 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. Full text in Research Archive
• Aalst, Jan van; Mu, Jin; Damsa, Crina I. & Msunde, Sydney E. (2022). Learning Sciences Research for Teaching. Routledge. ISBN 9781138902909. 372 p. Full text in Research Archive

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• Sanchez, Daniel; Damsa, Crina I.; Carrillo, Gina Paola; Heyn, Lena & Olesen, Susanne (2026). Multimodal Data-supported Debriefing: Enabling collaborative sense-making through video, transcripts and physiological data in Nursing education. Full text in Research Archive
• Kaliisa, Rogers & Damsa, Crina I. (2025). Understanding the impact of physical, online, and hybrid modalities on self and co-regulation during collaborative problem solving. Full text in Research Archive
• Damsa, Crina I. & Esterhazy, Rachelle (2025). Group-based simulations in interprofessional medical education: A micro-ecological approach for learning analysis and design. Proceedings of the 19th International Conference of the Learning Sciences - ICLS 2025. Full text in Research Archive
• Sanchez, Daniel & Damsa, Crina I. (2025). Sense-making through Reflection supported by Multimodal Dashboards in Team-based Simulations in Nursing Education. Proceedings of the 18th International Conference on Computer-Supported Collaborative Learning - CSCL 2025. Full text in Research Archive
• Damsa, Crina I. & Kaliisa, Rogers (2025). Towards Supporting Group Learning through Design-based Research and Multimodal Data-based Tools. Proceedings of the 18th International Conference on Computer-Supported Collaborative Learning - CSCL 2025. Full text in Research Archive
• Damsa, Crina I. (2025). Enhancing Team-Based Medical Simulations: Learning through Reflection with Analytics and AI Tools. Proceedings of the 18th International Conference on Computer-Supported Collaborative Learning - CSCL 2025. Full text in Research Archive
• Esterhazy, Rachelle; Arnim, Hugh Alexander von & Damsa, Crina I. (2025). Multimodal learning analytics to explore key moments of interdisciplinary knowledge-construction. Full text in Research Archive
• Damsa, Crina I. (2024). Assessment ‘in-the-wild’? Understanding collaborative learning and the need for authentic assessment. doi: https:/blogs.deakin.edu.au/cradle/cradle-international-symposium-2023-keynote-review/https:/blogs.deakin.edu.au/cradle/cradle-international-symposium-2023-keynote-review/. Full text in Research Archive
• Damsa, Crina I.; Esterhazy, Rachelle; Sanchez, Daniel & Kaliisa, Rogers (2024). Teamwork analytics for training collaborative problem solving in professional higher education. Full text in Research Archive
• Damsa, Crina I.; Esterhazy, Rachelle; Sanchez, Daniel & Kaliisa, Rogers (2024). Teamwork analytics for training collaborative problem solving in professional higher education. Full text in Research Archive
• Sanchez, Daniel; Damsa, Crina I.; Esterhazy, Rachelle & Arnim, Hugh Alexander von (2024). Sense-making and Use of Multimodal Feedback in Team-based Simulations in Nursing Education. EARLI-SIG27 Conference. Full text in Research Archive
• Kaliisa, Rogers; Esterhazy, Rachelle; Damsa, Crina I. & Dolonen, Jan Arild (2024). The temporality of epistemic, procedural, and social dynamics in collaborative problem-solving. Full text in Research Archive
• Esterhazy, Rachelle; Arnim, Hugh Alexander von & Damsa, Crina I. (2024). Multimodal learning analytics to explore key moments of interdisciplinary knowledge-construction. Full text in Research Archive
• Markauskaite, Lina; Schwarz, Baruch; Damsa, Crina I. & Muukkonen, Hanni (2024). Beyond disciplinary engagement: Researching the ecologies of interdisciplinary learning. The Journal of the Learning Sciences. ISSN 1050-8406. 33(2), p. 213–241. doi: 10.1080/10508406.2024.2354151. Full text in Research Archive
• Damsa, Crina I. (2023). Keynote presentation: Understanding and teaching collaborative learning. Full text in Research Archive
• Damsa, Crina I. (2023). Keynote presentation: Together for Learning: Understanding the Ecosystem of Collaborative Learning. Full text in Research Archive
• Sanchez, Daniel; Esterhazy, Rachelle & Damsa, Crina I. (2023). Automated Feedback and Learning Design for Collaborative Problem Solving in Simulation Scenarios. Full text in Research Archive
• Sanchez, Daniel; Kaliisa, Rogers; Esterhazy, Rachelle & Damsa, Crina I. (2023). From multimodal data to meaning: Developing interpretations of learning in team-based simulations. Full text in Research Archive
• Kaliisa, Rogers; Esterhazy, Rachelle; Sanchez, Daniel & Damsa, Crina I. (2023). Towards a conceptual framework for assessing collaborative problem solving in co-located settings using multimodal analytics. Full text in Research Archive
• 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. Full text in Research Archive
• Kaliisa, Rogers & Damsa, Crina I. (2023). Supporting teachers in hybrid learning environments: The role of learning analytics. Full text in Research Archive
• Damsa, Crina I. (2023). Together for learning: Understanding the ecosystem of collaborative learning. Full text in Research Archive Show summary

  More than ever before, collaboration and dialogue have become means to address major challenges we are currently facing - pandemic, conflict, humanitarian crises. At the macro societal level but also at the micro-level of workplaces and classrooms, knowing how to collaborate and how to solve problems together is paramount. Yet, while the value of working and learning together with others is widely acknowledged, meaningful and productive collaboration remains difficult to accomplish, gauge and guide. In this keynote, I will reflect on the complexity of the collaborative learning process and what it implies for researching these processes from an ecological perspective using new analytics techniques. Outcomes of collaborative learning have been examined extensively through scaled assessments and sociocultural studies continue to reveal new knowledge about the dialogical nature of collaborative learning. Yet remaining are questions about how individual cognitions are joined into productive interaction, how collaboration dynamics are shaped or what drives collaboration when difficulties occur. Against this backdrop, and taking departure in empirical research on small group collaboration in higher education contexts, I will discuss (i) the need for examining the collaborative process as an interrelated set of actions, people and resources – the ecosystem of collaborative learning, (ii) individual and collective factors salient to collaborative learning, and (iii) the multimodal nature of in-situ collaboration. Further, I will elaborate on how digital technologies and data-based analytic techniques offer new opportunities to examine some of the ‘black-boxed’ aspects of collaborative learning. This presentation will also consider the challenges of researching collaborative learning processes. First, I will address methodological challenges, primarily focusing on the pitfalls of reductionistic interpretation and the need for methodological triangulation. Second, I discuss a combined empirical and conceptual challenge; as digital traces of collaboration are disclosed through new digital technologies and analytical techniques, the question of what constitutes collaboration becomes highly relevant. I will conclude by exploring the implications of examining the ecosystem of collaborative learning for how we are framing education to prepare a young generation to jointly engage with present and future hardships.

• Esterhazy, Rachelle; Kaliisa, Rogers; Sanchez, Daniel; Langford, Malcolm & Damsa, Crina I. (2023). Multimodal collaboration analytics in collaborative problem solving – a scoping review. Full text in Research Archive
• Sanchez, Daniel; Esterhazy, Rachelle & Damsa, Crina I. (2023). Automated Feedback and Learning Design for Collaborative Problem Solving in Simulation Scenarios. Full text in Research Archive
• Damsa, Crina I.; Muukkonen, Hanni & Rummel, Nikol (2023). MULTIMODAL ANALYTICAL APPROACHES IN RESEARCHING COLLABORATIVE PROBLEM SOLVING. Full text in Research Archive
• Damsa, Crina I. & Barany, Amanda (2023). Preface 2022. Communications in Computer and Information Science (CCIS). ISSN 1865-0929. 1785, p. v–vi. Full text in Research Archive
• Damsa, Crina I. (2022). Digital undervisning er både en utfordring og en gevinst. [Journal]. Universitas - https://www.universitas.no/nyhetsintervju/digi. Full text in Research Archive
• Damsa, Crina I. & Winstone, Naomo (2022). Conceptual, methodological and topical considerations for research on learning and assessment: towards an integrative research agenda. Full text in Research Archive
• Sutphen, Mary; Damsa, Crina I. & Solbrekke, Tone Dyrdal (2022). Strong dissatisfaction of university pedagogy courses? [Journal]. Khrono - https://khrono.no/strong-dissatisfaction-of-univers. Full text in Research Archive
• Damsa, Crina I. & Rosenberg, Gulbrand (2022). Pedagogisk bruk av digital teknologi. Full text in Research Archive
• Stensaker, Bjørn & Damsa, Crina I. (2022). Digitalisering av utdanning – før, under og etter pandemien. Khrono.no. ISSN 1894-8995. Full text in Research Archive
• Damsa, Crina I. (2022). NOKUT-frokost: Lansering av Studiebarometeret. [Internet]. NOKUT-YouTube kanal: https://www.nokut.no/hendelser/ar/febru. Full text in Research Archive
• Damsa, Crina I. (2022). Lærerne manglet både kompetanse og støtte da undervisningen ble heldigital. [Internet]. Forskning.no:https://forskning.no/partner-pedagogikk-skole-o. Full text in Research Archive
• Damsa, Crina-Ioana (2021). Unit of analysis in learning research. Full text in Research Archive
• Damsa, Crina-Ioana (2021). Online Teaching and Learning. Full text in Research Archive
• Damsa, Crina-Ioana (2021). Digital learning in pandemic times. Full text in Research Archive
• Esterhazy, Rachelle; Damsa, Crina I. & Lange, Thomas de (2021). University teachers’ enactment of feedback literacy during peer mentoring meetings. Full text in Research Archive
• 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 9783030491574. p. 223–256. doi: 10.1007/s11412-014-9193-8. Full text in Research Archive Show summary

  This article presents a study of small-group interaction in the context of collaborative learning in undergraduate education. The student groups participated in collaborative projects, which involved setting up, conducting, and reporting on empirical research studies. This study sheds light on the nature of productive interactions, the joint efforts to co-construct knowledge, and the shared epistemic agency expected to emerge when groups are addressing ill-structured, complex problems in a collaboration over time. In-depth qualitative analysis and descriptive statistics were used to analyze and interpret interaction data and developing knowledge objects (i.e., research reports) collected during a 20-week project period. The findings show that productive interactions can take different forms, with discourse-based and object-oriented being the most relevant patterns arising. In the latter case, the emergent knowledge objects also influence the course and productivity of the interaction. Finally, groups manifesting shared epistemic agency produce knowledge objects more complex and suitable to the problems addressed. These findings contribute to a better understanding of the collaborative learning process that includes work on knowledge objects over time. The implications for the educational practice and further research point toward the need for a better understanding of the way groups function when challenged to address complex problems and to participate in knowledge production, how these processes can benefit learning, and what is needed in terms of pedagogical and technological support, to enable students to be more than mere course-takers but also producers of knowledge.

• Christensen, Hege Staaland; Damsa, Crina I. & Henriksen, Lise Toft (2021). Kollegaveiledning for PBL-veiledere i farmasiutdanning. In Wittek, Anne Line & Lange, Thomas de (Ed.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. Full text in Research Archive
• Damsa, Crina-Ioana (2021). Course on Research Supervision. Full text in Research Archive
• Damsa, Crina I.; Gudmundsdottir, Greta Björk; Ragnarsdòttir, Hanna & Rodrigues, Carol Paul (2021). Knowledge integration and coordination of collaboration in interdisciplinary learning design teams. Full text in Research Archive
• Esterhazy, Rachelle; Damsa, Crina-Ioana & Nerland, Monika Bærøe (2021). Co-creation of knowledge objects in undergraduate education – a qualitative analytical approach. Full text in Research Archive
• Uehara, Dan; Damsa, Crina I. & Henriksen, Lise Toft (2021). Students’ Ecologies of Digital Resources. A mixed methods study. Full text in Research Archive
• Moya, Andres Arturo Araos & Damsa, Crina-Ioana (2021). Online learning practices and affordances in undergraduate education: a mixed method study. Full text in Research Archive
• Damsa, Crina-Ioana; Lina, Markauskaite & Muukkonen, Hanni (2021). Analytical Approaches on Collaborative Learning with Digital Knowledge Objects. Full text in Research Archive
• Rajala, Antti; Damsa, Crina-Ioana; Roger, Säljö; Bossche, Piet Van den; 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. Full text in Research Archive
• Esterhazy, Rachelle; Lange, Thomas de & Damsa, Crina I. (2021). Performing teacher feedback literacy in peer mentoring meetings. Full text in Research Archive
• Damsa, Crina I. (2021). Alltid digitalt beredt – på en pandemi? [Internet]. https://www.uv.uio.no/iped/forskning/aktuelt/aktuelle-saker/. Full text in Research Archive
• 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. Full text in Research Archive
• Damsa, Crina-Ioana (2020). Qualitative analysis of multimodal data, EARLI Special Interest Group 17 ‘Methods in Learning Research’. Full text in Research Archive
• Damsa, Crina-Ioana (2020). Conference of EARLI Special Interest Groups, ‘Assessment in learning’ and ‘Higher Education'. Full text in Research Archive
• Damsa, Crina-Ioana (2020). Student-centered Learning Approaches. Full text in Research Archive
• Damsa, Crina-Ioana (2020). Conference of EARLI Special Interest Groups: ‘Methods in Learning Research’. Full text in Research Archive
• Damsa, Crina I. & Langford, Malcolm Stroud (2020). Melder både om ny mestring, men også bekymring og stress. Full text in Research Archive
• 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 9783030417567. p. 115–134. doi: 10.1007/978-3-030-41757-4. Full text in Research Archive
• Damsa, Crina I. (2019). The challenge of bridging paradigms through editorial work. Full text in Research Archive
• Damsa, Crina I.; Esterhazy, Rachelle & Nerland, Monika (2019). Analyzing learning through co-creation of knowledge objects in software engineering education. Full text in Research Archive
• 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. Full text in Research Archive Show summary

  This symposium aims to explore current research working toward conceptualizing and measuring productive disciplinary engagement (PDE) contextualized in diverse learning and project contexts. Disciplinary engagement is critical for fostering students’ deep, integrated understanding of STEM content and disciplinary practices. However, there are significant challenges to reaching this engagement quality, with CSCL environments providing opportunities and supports for engagement, but also posing challenges. This symposium aims to account for recent developments, as presenters showcase rich range in exploring application of PDE in diverse domains, grade bands, and learning contexts. The presentations also showcase a range of methods to analyze PDE as collective, situated, cross-contextual, dynamic, and generative.

• 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. Full text in Research Archive
• Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Course designs that cater for productive feedback. Full text in Research Archive
• Fremstad, Ester; Damsa, Crina I. & Mirmotahari, Omid (2018). Promoting active learning through developing and using a digital tool for assessment. Full text in Research Archive
• Damsa, Crina I. & Lange, Thomas de (2018). Student-centered Learning in Norwegian and Finnish higher education: a research-based perspective to quality. Full text in Research Archive
• 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. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788232703197. p. 39–57. Full text in Research Archive Show summary

  This report is produced in the framework of the project “Quality of Norwegian Higher Education: Pathways, Practices and Performances”, funded through the program Research and Innovation in the Educational Sector (FINNUT), Research Council Norway (RCN). The focus of the study is on exploring quality issues related to the educational provision of higher education. The overarching questions in the project are: What factors and mechanisms are important for realizing the aims of quality work in Norwegian higher education? What is the relationship between structural/systemic and institutional conditions, and educational practices?This report presents findings from one of the sub-projects with focus on educationalpractices. The report presents eight in depth case studies focusing on teaching and learning practices at the course level. These studies were designed to focus on aspects that matter for the quality of education in course design that employ student-centred approaches.

• Afdal, Hilde Wågsås & Damsa, Crina I. (2017). Research-based teacher education and engineering education. Full text in Research Archive
• Esterhazy, Rachelle & Damsa, Crina I. (2017). Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments. Full text in Research Archive
• 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. Full text in Research Archive
• Nerland, Monika & Damsa, Crina I. (2017). Students’ and beginning professionals’ learning with web-based resources in software engineering. Full text in Research Archive
• 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. Full text in Research Archive
• 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. Full text in Research Archive
• Ceratto-Pargman, Teresa; Jahnke, Isa; Damsa, Crina I.; Nusbaum, Miguel & Säljö, Roger (2017). Emergent practices and material conditions on tablet mediated collaborative learning. Full text in Research Archive
• Esterhazy, Rachelle & Damsa, Crina I. (2017). Students’ interactional meaning-making of assessment feedback viewed through a sociocultural lens. Full text in Research Archive
• Damsa, Crina I.; Nerland, Monika & Stensaker, Bjørn (2016). Enhancing student learning through ‘student-centered approaches’: What matters for educational quality? Full text in Research Archive
• Nerland, Monika; Damsa, Crina I. & Jensen, Karen (2015). Introducing first-year students to the knowledge cultures of law, engineering and teaching. Full text in Research Archive
• Damsa, Crina I. (2015). Shared epistemic agency and its emergence in undergraduate students’ collaborative learning, Full text in Research Archive
• Damsa, Crina I. (2015). Approaches to qualitative data analysis: interaction analysis and work with video-data. Full text in Research Archive
• Damsa, Crina I.; Gegenfurtner, Andreas & Guerin, Laurence (2015). Innovative methodologies in learning research. Full text in Research Archive
• Langford, Malcolm Stroud & Damsa, Crina-Ioana (2020). Online teaching in the time of COVID-19 times: Academic Teachers’ experiences in Norway. Universitetet i Oslo. Full text in Research Archive
• 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. Full text in Research Archive
• 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. & Fremstad, Ester (2018). PEDAGOGICAL USE OF CANVAS. Report on the use of Canvas in pilot courses at the Faculty of Educational Sciences. LINK - Universitetet i Oslo. Full text in Research Archive

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