Követés
Crina Damşa
Cím
Hivatkozott rá
Hivatkozott rá
Év
Shared epistemic agency: An empirical study of an emergent construct
CI Damşa, PA Kirschner, JEB Andriessen, G Erkens, PHM Sins
The Journal of the Learning Sciences 19 (2), 143-186, 2010
3792010
Teachers’ agency and online education in times of crisis
C Damşa, M Langford, D Uehara, R Scherer
Computers in human behavior 121, 106793, 2021
3132021
The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration
CI Damşa
International Journal of Computer-Supported Collaborative Learning 9, 247-281, 2014
1952014
Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments
R Esterhazy, C Damşa
Studies in Higher Education 44 (2), 260-274, 2019
1852019
Achievement gap: Socioeconomic status affects reading development beyond language and cognition in children facing poverty
D Dolean, M Melby-Lervåg, I Tincas, C Damsa, A Lervåg
Learning and Instruction 63, 101218, 2019
1752019
An ecological perspective on learner‐constructed learning spaces
C Damşa, M Nerland, ZE Andreadakis
British Journal of Educational Technology 50 (5), 2075-2089, 2019
992019
Quality in Norwegian Higher Education: A review of research on aspects affecting student learning
C Damşa, T de Lange, M Elken, R Esterhazy, T Fossland, N Frølich, ...
NIFU, 2015
992015
Student-centred learning environments in higher education - From conceptualization to design
T Damsa, C, de Lange
UNIPED 42 (1), 9-26, 2019
982019
Online teaching in the time of COVID-19: Academic teachers’ experience in Norway
M Langford, C Damsa
Centre for Experiential Legal Learning (CELL), University of Oslo 2 (2021), 02, 2020
872020
Learning through interaction and co-construction of knowledge objects in teacher education
CI Damşa, S Ludvigsen
Learning, culture and social interaction 11, 1-18, 2016
842016
Revisiting Learning in Higher Education--Framing Notions Redefined through an Ecological Perspective.
C Damsa, A Jornet
Frontline Learning Research 4 (4), 39-47, 2016
652016
Student learning through participation in inquiry activities: Two case studies in teacher and computer engineering education
CI Damşa, M Nerland
Vocations and Learning 9 (3), 275-294, 2016
582016
Project-based learning in computer engineering education. In Pathways to quality in higher education: Case studies of educational practices in eight courses
M Nerland, T Proitz
Nordic Institute for Studies in Innovation, Research and Education NIFU, 2018
53*2018
Reflections on empirical and methodological accounts of agency at work
CI Damşa, DE Froehlich, A Gegenfurtner
Agency at work: An agentic perspective on professional learning and …, 2017
492017
Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy
A Jornet, C Damşa
Learning, Culture and Social Interaction 31, 100329, 2021
452021
The unit of analysis in learning research: Approaches for imagining a transformative agenda
C Damşa, A Jornet
Learning, Culture and Social Interaction 31, 100407, 2021
372021
Designing for productive feedback: an analysis of two undergraduate courses in biology and engineering
R Esterhazy, M Nerland, C Damşa
Teaching in Higher Education 26 (6), 806-822, 2021
362021
Conceptualising pedagogical designs for learning through object-oriented collaboration in higher education
C Damsa, H Muukkonen
Research Papers in Education 35 (1), 82-104, 2020
312020
Knowledge co-construction–epistemic consensus or relational assent?
C Damşa, S Ludvigsen, J Andriessen
Affective learning together, 97-119, 2013
312013
Heterochrony through moment-to-moment interaction: A micro-analytical exploration of learning as sense making with multiple resources
I Rasmussen, CI Damşa
International journal of educational research 84, 79-89, 2017
222017
A rendszer jelenleg nem tudja elvégezni a műveletet. Próbálkozzon újra később.
Cikkek 1–20