Crina Damsa

Førsteamanuensis - Institutt for pedagogikk
Visedekan for innovasjon og digitalisering - Det utdanningsvitenskapelige fakultet
Bilde av Crina Damsa
English version of this page
Telefon +47 22840725
Rom 580
Treffetider Etter avtale
Brukernavn
Besøksadresse Helga Engs hus Blindern Oslo
Postadresse Postboks 1092 Blindern 0317 OSLO

Forskningsinteresser

I min forskning ser jeg på sosiale, kulturelle og teknologiske aspekter av læring i formelle og uformelle kontekster med spesiell fokus på dialog, kunnskapsutvikling og pedagogisk innovasjon. Jeg brukte mest «design-based» metoder og multimodale data i ulike arenaer, som f.eks. informatikk, medisin, jus, pedagogikk. Mitt mål er å bidra til en økt forståelse av hvordan studenter og fagfolk lærer og skaper kunnskap når de er engasjert i komplekse oppgaver, problemløsning eller fellesprosjekter.
I nåværende prosjekter forsker jeg på læringsprosesser gjennom utforskning og samarbeid på tvers av ulike arenaer (formell / uformell, sosial / digital). Jeg la spesielt merke til større læringsøkologier som inkluderer individuelle prosesser og interaksjoner med andre lærender  og resurser. Disse studiene har som underordnet formål å ta i bruk og utforske videre innovative forskningsmetoder, bl. a. digital etnografi, sosiale og epistemologiske nettverksanalyser, eller analyser av digitale sporer.

Utdanning og akademisk karriere

2016-2017: Førsteamanuensis, Institutt for lærerutdanning og skoleforskning, UiO
2016-2017: Gjesteforsker, University of Sydney (Australia)
2015: Gjesteforsker, University of Helsinki (Finland)
2013-2016: Postdoktor, Institutt for pedagogikk, UiO
2012: Gjesteforsker (PhD), Rutgers University (USA)
2009-2013: Stipendiat, Institutt for pedagogikk, UiO
2005-2009: Vitenskapelig assistent og junior forsker, Utrecht University (Nederland)

  • PhD i utdanningsforskning (2013), Universitetet i Oslo, Norge
  • MSc i læringsdesign og teknologi, Utrecht University (Nederland)
  • BA i språk og litteratur, Babes-Bolyai University (Romania)

Undervisning og kompetanseformidling

  • Kompetansekurs i universitetspedagogikk, forskningsveiledning, kurs- og curriculumdesign, studentaktive læringsformer, læring og undervisning med teknologi
  • Veiledning av utviklingsprosjekter: gruppe-basert læring i medisinsk utdanning, video-basert veiledning i lærerutdanning, bærekraftige interdisiplinære prosjekter, bruk av læringsressurser i digitale læringskontekster
  • Forskningsveiledning
    • Andres Araos (PhD nivå); Daria Volosach (Master nivå)
    • Fullført: Shiva lal Acharya, Isabel Alhosainy, Chet Callahan, Iulia Barbu, Ying Li, Monika Turid Elmhjellen, Carol Rodrigues, Sigrid Zeiner Petersen (Master nivå)
    • Ekstern veileder: Karen Putzeys (Ghent University)

Tidligere

  • Internasjonal masterprogram Higher Education, UiO
  • Kurs i pedagogikk og forskningsmetoder i lærerutdanningsprogrammet, UiO
  • Kurs i forskningsmetoder, Utrecht Universitet (Nederland)

Akademiske verv

  • Område redaktør
    • Journal of the Learning Sciences
    • Frontline Learning Research
  • Medlem av redaksjon
    • Learning, Culture and Social Interaction;
    • Vocations and Learning;
    • Interdisciplinary Journal of Technology, Culture and Education (QWERTY)
  • Styremedlemskap (hovedstyre)
    • EARLI - European Association for Research on Learning and Instruction, Medlem av Executive Committee
    • ISLS - International Society of the Learning Sciences, Leder av Utdanningskomitteen

Fagvurderer

  • Tidsskrifter: Educational Research Review, 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

  • Konferanser: ICLS, CSCL, EARLI & EARLI SIG Conferences 

 

Emneord: Digitale læringsomgivelser, Student-sentrert læring, Pedagogikk, Høyere utdanning

Publikasjoner

Damsa, Crina I.; Langford, Malcolm; Uehara, Dan & Scherer, Ronny (2021). Teacher’s Agency and Online Teaching in Times of Crisis. Computers in Human Behavior.  ISSN 0747-5632. . doi: https://doi.org/10.1016/j.chb.2021.106793

Damsa, Crina I. & Jornet, Alfredo (2020). The unit of analysis in learning research: Approaches for imagining a transformative agenda. Learning, Culture and Social Interaction, doi: 10.1016/j.lcsi.2020.100407

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

Esterhazy, R. & Damsa, C. (2017). Unpacking the feedback process: an analysis of undergraduate students’ interactional meaningmaking of feedback comments. Studies in Higher Education, doi.org/10.1080/03075079.2017.1359249

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

Damşa, C. I. & Ludvigsen, S. (2016). Learning through interaction and co-construction of knowledge objects in teacher education, Learning, Culture and Social Interactiondoi:10.1016/j.lcsi.2016.03.001

Damşa, C.I. & Nerland, M. (2016). Student learning through participation in inquiry activities. Two cases from teaching and computer engineering education, Vocations and LearningDOI: 10.1007/s12186-016-9152-9 

Damşa, C. I. (2014). The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration. International Journal of Computer-Supported Collaborative Learning9(3), 247-281, doi: 10.1007/s11412-014-9193-8 

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. doi:10.1080/10508401003708381 

 

 

  • 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. Fulltekst i vitenarkiv
  • 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. s. 1–14. doi: 10.1080/02602938.2021.1980768. Fulltekst i vitenarkiv
  • 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. s. 49–53.
  • Damsa, Crina-Ioana; Muukkonen, Hanni; van Leeuwen, Anouschka; Gašević, Dragan; Janssen, Jeroen & Esterhazy, Rachelle [Vis alle 10 forfattere av denne artikkelen] (2021). Analyzing and Conceptualizing Collaborative Learning with Digital Knowledge Objects . Proceedings of the annual meeting of the ISSS. ISSN 1999-6918. s. 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. s. 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. s. 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. Fulltekst i vitenarkiv
  • Damsa, Crina-Ioana & Andreadakis, Zacharias (2020). Exploring Students’ Ecologies of Digital Resources in Higher Education. I Gresalfi, Melissa & Horn, I. (Red.), 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. ISSN 978-1-7324672-6-2.
  • Markauskaite, Lina; Muukkonen, Hanni & Damsa, Crina-Ioana (2020). Researching the ecologies of interdisciplinary learning. I Gresalfi, Melissa & Horn, I. (Red.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3. International Society of the Learning Sciences. 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. I Gresalfi, Melissa & Horn, I. (Red.), 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. ISSN 978-1-7324672-6-2. s. 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. I Gresalfi, Melissa & Horn, I. (Red.), 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. ISSN 978-1-7324672-6-2. s. 398–406. doi: 10.22318/icls2020.398.
  • Damsa, Crina-Ioana; Richter, Christopher; Allert, Heidrun; Cerratto-Pargman, Teresa; Markauskaite, Lina & Arthars, Natasha [Vis alle 9 forfattere av denne artikkelen] (2020). Learning in Unbounded Landscapes ̶ Conceptualizations and Design from an Ecological Perspective. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. 1, s. 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. s. 1–3. doi: 10.1016/j.lcsi.2020.100407.
  • Cheng, Britte Haugan; Gresalfi, Melissa; Bell, Amanda; Brady, Corey; Vogelstein, Lauren & Damsa, Crina I. [Vis alle 18 forfattere av denne artikkelen] (2019). Theorizing and measuring collective productive disciplinary engagement. Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552. 2, s. 775–782.
  • Lina, Markauskaite; Muukkonen, Hanni; Damsa, Crina I.; Reimann, Peter; Shaffer, David & Thompson, Kate [Vis alle 9 forfattere av denne artikkelen] (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. ISSN 978-1-7324672-4-8. Fulltekst i vitenarkiv
  • Cheng, Britte; Gresalfi, Melissa; Bell, Amanda; Damsa, Crina I.; Tuire, Palonen & Toni, Rogat [Vis alle 7 forfattere av denne artikkelen] (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. ISSN 978-1-7324672-4-8. Fulltekst i vitenarkiv
  • 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. Fulltekst i vitenarkiv
  • 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. Fulltekst i vitenarkiv
  • 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, s. 1152–1157. doi: 10.1109/EDUCON.2019.8725174. Fulltekst i vitenarkiv
  • Damsa, Crina I. (2019). Learning with digital technologies in higher education. Journal of Educational Sciences & Psychology. ISSN 2247-6377. 9(1). Fulltekst i vitenarkiv
  • 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, s. 1190–1197. doi: 10.1109/EDUCON.2019.8725249. Fulltekst i vitenarkiv
  • 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. s. 1–10. doi: 10.1016/j.lcsi.2019.100329. Fulltekst i vitenarkiv
  • 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), s. 2075–2089. doi: 10.1111/bjet.12855. Fulltekst i vitenarkiv
  • 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. Fulltekst i vitenarkiv
  • 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), s. 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), s. 9–26. doi: 10.18261/issn.1893-8981-2019-01-02. Fulltekst i vitenarkiv
  • Nerland, Monika & Damsa, Crina I. (2019). VET as Lifelong Learning: Engagement With Distributed Knowledge in Software Engineering. I Guile, David & Unwin, Lorna (Red.), The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell. ISSN 9781119098591. s. 395–414. doi: 10.1002/9781119098713.ch20.
  • Damsa, Crina I. (2018). Research and Development Tasks in Teacher Education: Institutional Framing and Student Experiences. I Maassen, Peter; Nerland, Monika & Yates, Lyn (Red.), Reconfiguring Knowledge in Higher Education. Springer Nature. ISSN 978-3-319-72831-5. s. 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). Fulltekst i vitenarkiv
  • 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). Fulltekst i vitenarkiv
  • Afdal, Hilde Wågsås & Damsa, Crina I. (2018). Research-Based Education: An Exploration of Interpretations in Two Professional Higher Education Programmes. . I Maassen, Peter; Nerland, Monika & Yates, Lyn (Red.), Reconfiguring Knowledge in Higher Education. Springer Nature. ISSN 978-3-319-72831-5. s. 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. Fulltekst i vitenarkiv
  • 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, s. 1577–1578. Fulltekst i vitenarkiv
  • 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), s. 260–274. doi: 10.1080/03075079.2017.1359249. Fulltekst i vitenarkiv
  • 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. Fulltekst i vitenarkiv
  • Damsa, Crina I.; Froehlich, Dominik & Gegenfurtner, Andreas (2017). Reflections on empirical and methodological accounts of agency at work. I Goller, Michael & Paloniemi, Susanna (Red.), 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. I Kyndt, Eva; Donche, Vincent; Trigwell, Keith & Lindblom-Ylänne, Sari (Red.), 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. Fulltekst i vitenarkiv
  • 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), s. 39–52. Fulltekst i vitenarkiv
  • 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), s. 39–47. doi: 10.14786/flr.v4i4.208. Fulltekst i vitenarkiv
  • 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, s. 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. s. 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. I Lindwall, Oskar; Häkkinen, Päivi; Koschman, Timothy; Tchounikine, Pierre & Ludvigsen, Sten Runar (Red.), 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. I Polman, J. L.,, Kyza, E., O'Neill, D. K., Taba (Red.), Learning and becoming in practice, Proceedings of the International Conference of the Learning Sciences. International Society of the Learning Sciences. ISSN 978-0-9903550-1-4. s. 440–450.
  • Damsa, Crina I. & Nerland, Monika (2014). Collaborative Knowledge Practices in Higher Education: A Comparative Analysis of Student Learning in Two Undergraduate Programs. I Polman, J. L.,, Kyza, E., O'Neill, D. K., Taba (Red.), Learning and becoming in practice, Proceedings of the International Conference of the Learning Sciences. International Society of the Learning Sciences. ISSN 978-0-9903550-1-4.
  • Damsa, Crina I.; Muukkonen, Hanni; Nerland, Monika; Lakkala, Minna; Toom, Auli & Kosonen, Kari [Vis alle 10 forfattere av denne artikkelen] (2014). Enrollment of higher education students in professional knowledge and practices. I Polman, J. L.,, Kyza, E., O'Neill, D. K., Taba (Red.), Learning and becoming in practice, Proceedings of the International Conference of the Learning Sciences. International Society of the Learning Sciences. ISSN 978-0-9903550-1-4. s. 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), s. 247–281. doi: 10.1007/s11412-014-9193-8. Fulltekst i vitenarkiv

Se alle arbeider i Cristin

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

Se alle arbeider i Cristin

  • 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. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420.
  • Damsa, Crina I. (2021). The multilayered nature of small-group learning: Productive interactions in object-oriented collaboration. I Stahl, Gerry (Red.), Theoretical Investigations Philosophical Foundations of Group Cognition. Springer Nature. ISSN 978-3-030-49157-4. s. 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 [Vis alle 7 forfattere av denne artikkelen] (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-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. I Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. s. 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. I Guile, David & Unwin, Lorna (Red.), The Wiley Handbook of Vocational Education and Training. Wiley-Blackwell. ISSN 9781119098591. s. 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). I Nerland, Monika & Prøitz, Tine Sophie (Red.), 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. s. 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.
  • 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. Fulltekst i vitenarkiv
  • Damsa, Crina I.; de Lange, Thomas; Elken, Mari; Esterhazy, Rachelle; Fossland, Trine & Frølich, Nicoline [Vis alle 15 forfattere av denne artikkelen] (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.

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Publisert 5. okt. 2017 10:22 - Sist endret 14. des. 2021 17:19