Alexandra Lazareva

• Lukac, Dusko & Lazareva, Aleksandra (2023). ARTIFICIAL INTELLIGENCE AND EDUCATIONAL ASSESSMENT SYSTEM LANDSCAPE, CHALLENGES AND WAYS TO TACKLE AI BASED PLAGIARISM. I Gómez Chova, Luis; González Martínez, Chelo & Lees, Joanna (Red.), EDULEARN23 Proceedings, 15th International Conference on Education and New Learning Technologies. International Academy of Technology, Education and Development (IATED). ISSN 978-84-09-52151-7. s. 953–962. doi: 10.21125/edulearn.2023.0343.
• Tømte, Cathrine Edelhard & Lazareva, Aleksandra (2023). Educating for Professional Digital Competence? Exploring Teacher Education in a New Learning Space. I Pinheiro, Romulo; Tømte, Cathrine Edelhard; Barman, Linda; Degn, Lise & Geschwind, Lars (Red.), Digital Transformations in Nordic Higher Education. Palgrave Macmillan. ISSN 978-3-031-27758-0. s. 77–96. doi: 10.1007/978-3-031-27758-0_4. Fulltekst i vitenarkiv
• Lazareva, Aleksandra & Tømte, Cathrine Edelhard (2022). Student Assistant Perspective on Flexible Learning Spaces: Challenges and Success Factors. I Gómez Chova, L; López Martínez, A. & Lees, Joanna (Red.), 15th International Conference of Education, Research and Innovation. International Academy of Technology, Education and Development (IATED). ISSN 978-84-09-45476-1. s. 7170–7177. doi: 10.21125/iceri.2022.1822. Vis sammendrag

  The focus of this paper is a flexible learning space (LS) integrated within a higher education institution. The LS offers flexible solutions for both individual and collaborative learning (e.g., flexible furnishing and shared access to digital tools by several users). The LS is equipped with both digital and analogue artifacts (e.g., interactive whiteboards, programming equipment, tablets, and podcast equipment) aimed at promoting a richer learning experience. The LS is used by students in different fields, however, there is a special focus on teacher students and pedagogical use of technology. The LS is also used by in-service schoolteachers and university professors as an arena for professional development. The sessions carried out in the LS are scaffolded by student assistants – employees who can help planning the sessions and are present in the room during the sessions for practical help. This paper is focused on the experiences of student assistants. The main research question (RQ) is: What do student assistants perceive as the key factors for carrying out a successful session at the LS? To answer the RQ, three student assistants were interviewed (SA1, SA2, and SA3). (This paper presents the results of a bigger study that also included observations of collaborative learning and interviews of teacher educators). According to SA1, most of the questions asked during the sessions are practical. Namely, in-service schoolteachers are interested in what it would imply practically and cost-wise to equip their classrooms with certain tools, while teacher educators and teacher students are mainly focused on the practical questions on how to use the tools themselves. However, there are not as many questions focused on the pedagogical use of technology. SA1 emphasizes that the degree of inquiry depends on individuals. On one hand, some visitors briefly explore all the equipment available in the room but do not go deeper into any specific tools. Here, SA1 is also pointing out the “wow-effect”, e.g., when visitors see virtual reality equipment. On the other hand, SA1 gives examples of projects that led to higher degree of inquiry. Those projects tend to have a higher degree of scripting. SA1 believes that for a session to be successful, the learners must have something to create in a set time. SA1 also points out that the product needs to be something for the learners be proud of, and for that reason it is important to require them to demonstrate the product for the rest of the class. As a general challenge with this LS, SA1 points out that there is often focus on the equipment itself, while there is no common vision on how the LS is to be used. SA2 and SA3 were interviewed together. Both underline that while the room is inspiring for inquiry, a lot depends on the session leader. They point out that some of the sessions become more of a play rather than focusing on the pedagogical aspect of the available equipment. SA2 and SA3 point out that the room is excellent for collaboration (e.g., it is easy to adjust the furniture and move around the room). SA2 and SA3 discuss that thinking outside the box is important when planning and carrying out sessions here. “Usual” teaching where learners are on their laptops will not give extra outcome. The authors of the paper believe that studying the perspective of student assistants is important for a better understanding of the challenges related to new flexible learning spaces.

• Lazareva, Aleksandra; Ivashenko Amdal, Irina; Danielsen, Kjerstin Breistein & Drange, Eli-Marie D. (2022). Internationalization of Teacher Education During COVID-19. I Auer, Michael E.; Hortsch, Hanno; Michler, Oliver & Kohler, Thomas (Red.), Mobility for Smart Cities and Regional Development - Challenges for Higher Education. Proceedings of the 24th International Conference on Interactive Collaborative Learning (ICL2021), Volume 1. Springer. ISSN 978-3-030-93904-5. s. 311–321. doi: https:/doi.org/10.1007/978-3-030-93904-5_32.
• Jr, Robert Morris Gray & Lazareva, Aleksandra (2021). When the past and future collide: Digital technologies and assessment in Norwegian higher education. I Hillen, Prof. Andrea Stefanie; Wolcott, Peter; Schaffer, Connie; Lazareva, Aleksandra & Jr, Robert Morris Gray (Red.), Assessment theory, policy, and practice in higher education - Integrating feedback into student learning. Waxmann Verlag. ISSN 978-3-8309-4478-2. s. 39–58.
• Midtlund, Arne; Instefjord, Elen Johanna & Lazareva, Aleksandra (2021). Digital communication and collaboration in lower secondary school. Nordic Journal of Digital Literacy. ISSN 1891-943X. 16(2), s. 65–76. doi: 10.18261/issn.1891-943x-2021-02-03. Fulltekst i vitenarkiv
• Wolcott, Peter; Schaffer, Connie; Hillen, Prof. Andrea Stefanie; Lazareva, Aleksandra & Dalehefte, Inger Marie (2021). Steps in conceptualizing assessment culture – progress and challenges developing a survey. I Hillen, Prof. Andrea Stefanie; Wolcott, Peter; Schaffer, Connie; Lazareva, Aleksandra & Jr, Robert Morris Gray (Red.), Assessment theory, policy, and practice in higher education - Integrating feedback into student learning. Waxmann Verlag. ISSN 978-3-8309-4478-2. s. 123–136.
• Schaffer, Connie; Hillen, Prof. Andrea Stefanie; Jr, Robert Morris Gray; Wolcott, Peter & Lazareva, Aleksandra (2021). The multifarious nature of assessment. I Hillen, Prof. Andrea Stefanie; Wolcott, Peter; Schaffer, Connie; Lazareva, Aleksandra & Jr, Robert Morris Gray (Red.), Assessment theory, policy, and practice in higher education - Integrating feedback into student learning. Waxmann Verlag. ISSN 978-3-8309-4478-2. s. 11–18.
• Lazareva, Aleksandra (2021). Role Scripting as a Tool to Foster Transactivity of Asynchronous Student Discussions. International Journal of Online Pedagogy and Course Design. ISSN 2155-6873. 11(3), s. 1–16. doi: 10.4018/IJOPCD.2021070101.
• Lazareva, Aleksandra (2021). Reflection Assignment as a Tool to Support Students’ Metacognitive Awareness in the Context of Computer-Supported Collaborative Learning. I Auer, Michael E. & Rüütmann, Tiia (Red.), Educating Engineers for Future Industrial Revolutions. Proceedings of the 23rd International Conference on Interactive Collaborative Learning (ICL2020), Volume 1. Springer. ISSN 978-3-030-68198-2. s. 103–114. doi: 10.1007/978-3-030-68198-2_9.
• Lazareva, Aleksandra & Cruz-Martinez, Gibran (2021). Digital Storytelling Project as a Way to Engage Students in Twenty-First Century Skills Learning. International Studies Perspectives. ISSN 1528-3577. 22(4), s. 383–406. doi: 10.1093/isp/ekaa017. Fulltekst i vitenarkiv
• Lazareva, Aleksandra (2019). Invisible Student Participation in Online Collaborative Learning: Implications for Scaffolding and Assessment. I Gómez Chova, L.; López Martínez, A. & Candel Torres, I. (Red.), EDULEARN19 Proceedings: 11th International Conference on Education and New Learning Technologies. International Academy of Technology, Education and Development (IATED). ISSN 978-84-09-12031-4. s. 5869–5877. doi: 10.21125/edulearn.2019.1414.
• Ur Rehman, Ubaid; Lazareva, Aleksandra & Tveiten, Oddgeir (2018). Do Web-Based Pedagogical Tools Promote Self-Regulated Learning in University Students? A Case Study of Learning Management System in Pakistan. I Gómez Chova, L; López Martínez, A. & Candel Torres, I. (Red.), 12th International Technology, Education and Development Conference. International Academy of Technology, Education and Development (IATED). ISSN 978-84-697-9480-7. s. 6692–6700. doi: 10.21125/inted.2018.1574.
• Lazareva, Aleksandra & Munkvold, Bjørn Erik (2018). Facilitating Collaboration: Potential Synergies Between Collaboration Engineering and Computer-Supported Collaborative Learning. International Journal of e-collaboration. ISSN 1548-3673. 13(3), s. 22–38. doi: 10.4018/IJeC.2017070102. Vis sammendrag

  This article explores the potential synergy between computer-supported collaborative learning (CSCL) and collaboration engineering (CE). Both areas pursue the goal of understanding how to manage interactions in collaborative groups to achieve shared understanding, reduce process losses, and improve performance. By analyzing the research in the two areas, the authors identify several topics where exchange of research findings would be of mutual benefit. For example, research on CE can inform collaboration script research on reducing learners' cognitive load, providing sufficient guidance on the use of tools, and specifying the instructor role during the collaborative learning process. Similarly, collaboration script research can provide useful insights to CE on the appropriation and internalization of effective support strategies. CE research could also learn from script research on training group participants into specific roles. Further challenges include designing scripts that balance restrictiveness and flexibility and refining the theoretical foundation of the two research areas.

• Lazareva, Aleksandra (2018). Factors affecting student engagement in online collaborative learning courses, Teaching and Learning in a Digital World roceedings of the 20th International Conference on Interactive Collaborative Learning. Springer. ISSN 978-3-319-73209-1. s. 349–359. doi: 10.1007/978-3-319-73204-6_39.
• Øysæd, Halvard; Andersen, Rune; Garmannslund, Per Einar; Prinz, Andreas; Lazareva, Aleksandra & Schmidt, Michael (2017). Does The Introduction Of An Overall Study Strategy Empowering Students To Use Appropriate Study Strategies? ICERI Proceedings. ISSN 2340-1095. s. 4152–4157. doi: 10.21125/iceri.2017.1098.
• Lazareva, Aleksandra (2017). Facilitating synchronous collaborative writing with a collaboration script. I Paspallis, Nearchos; Raspopoulos, Marios; Barry, Chris; Lang, Michael; Linger, Henry & Schneider, Christoph (Red.), Information Systems Development: Advances in Methods, Tools and Management (ISD2017 Proceedings). Association for Information Systems (AIS). ISSN 978-9963-2288-3-6.
• Schulz, Renee Patrizia; Lazareva, Aleksandra; Isabwe, Ghislain Maurice Norbert & Prinz, Andreas (2017). Higher Education Teachers Meet Mobile Technology: Application and Acceptance. I Gómez Chova, L.; López Martínez, A. & Candel Torres, I. (Red.), EDULEARN17 proceedings : 9th international confererence om education and new learning technologies. International Academy of Technology, Education and Development (IATED). ISSN 978-84-697-3777-4. s. 9237–9246. doi: 10.21125/edulearn.2017.0735.
• Lazareva, Aleksandra (2017). A framework for small group support in online collaborative learning: Combining collaboration scripts and online tutoring . I Escudeiro, Paula; Costagliola, Gennaro; Zvacek, Susan; Uhomoibhi, James & McLaren, Bruce M. (Red.), Proceedings of the 9th International Conference on Computer Supported Education (Volume 2). SciTePress. ISSN 978-989-758-240-0. s. 255–262. doi: 10.5220/0006325802550262.
• Lazareva, Aleksandra (2017). Role of the online tutor in establishing social presence in asynchronous text-Based collaborative learning environments. I Auer, Michael E.; Guralnick, David & Uhomoibhi, James (Red.), Interactive Collaborative Learning : Proceedings of the 19th Interactive Collaborative Learning Conference (Volume 1). Springer. ISSN 978-3-319-50337-0. s. 128–142. doi: 10.1007/978-3-319-50337-0.
• Khazanchi, Deepak; Munkvold, Bjørn Erik & Lazareva, Aleksandra (2015). Towards a Contingency Theory of eLearning. I Conway, David F.; Hillen, Andrea Stefanie; Landis, Melodee; Schlegelmilch, Mary T. & Wolcott, Peter (Red.), Digital Media in Teaching and its Added Value. Waxmann Verlag. ISSN 978-3-8309-3287-1. s. 35–51.
• Lazareva, Aleksandra (2015). Promoting collaborative interactions in a learning management system. I Auer, Michael E. (Red.), Proceedings of 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE Press. ISSN 978-1-4799-8707-8. s. 421–430. doi: 10.1109/ICL.2015.7318066.
• Lazareva, Aleksandra (2015). Conceptualizing collaboration in the context of computer-supported collaborative learning. I Helfert, Markus; Restivo, Maria Teresa; Zvacek, Susan & Uhomoibhi, James (Red.), Proceedings of the 7th International Conference on Computer Supported Education (Volume 2). SciTePress. ISSN 978-989-758-108-3. s. 438–443. doi: 10.5220/0005482804380443.

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• Hillen, Prof. Andrea Stefanie; Wolcott, Peter; Schaffer, Connie; Lazareva, Aleksandra & Jr, Robert Morris Gray (2021). Assessment theory, policy, and practice in higher education - Integrating feedback into student learning. Waxmann Verlag. ISBN 978-3-8309-4478-2. 150 s.

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• Lazareva, Aleksandra & Agostini, Daniele (2023). Redesigning for Meaningful Assessment in Higher Education: A Study of the Practices in Norway and Italy.
• Gravås, Marianne; Kornbrekke, Janne; Stakland Tveiten, Silje; Lazareva, Aleksandra & Greta, Marthinussen (2023). Deep Learning in Science Subjects in Vocational Education in Norway: Skills, Strategies, and Assessment.
• Ivashenko Amdal, Irina; Tekin Dede, Ayşe Tekin Dede; Janíková, Marcela; Lazareva, Aleksandra; Danielsen, Kjerstin Breistein & Drange, Eli-Marie D. [Vis alle 7 forfattere av denne artikkelen] (2022). Internationalization at home: To get know abroad without leaving home.
• Tømte, Cathrine Edelhard & Lazareva, Aleksandra (2021). Enhancing digital literacy as meaning making and practices: Exploring teacher education in new learning spaces.
• Jr, Robert Morris Gray & Lazareva, Aleksandra (2020). The implications of digital assessment technology for transforming student learning in Norwegian higher education.
• Lazareva, Aleksandra (2019). Self-regulation as a Prerequisite to Effective Learning in the 21st Century.
• Lazareva, Aleksandra; Mathisen, Petter & Kari, Midtsund Norbø (2019). Connecting Theory and Practice in Teacher Education by Means of Observation Software.
• Lazareva, Aleksandra & Gray Jr, Robert (2019). Digital Assessment as Feedback to Support Effective and Meaningful Learning.
• Lazareva, Aleksandra & Cruz-Martinez, Gibran (2018). Effects of a Collaborative Storytelling Video Project on Students’ Affective Learning Outcomes in a Social Science Class.
• Hillen, Prof. Andrea Stefanie; Wolcott, Peter; Dalehefte, Inger Marie; Lazareva, Aleksandra & Schaffer, Connie (2018). Hillen et al.: (2018): Assessment and Evaluation Culture in (Higher)Education. Accepted Paper. Vis sammendrag

  The project intends to conduct a comparative approach to better understand the culture of assessment in higher education institutions. Starting with a well developed, frequently applied and validated English-language 14-item survey instrument, measuring the ‘culture of assessment’ in higher education, the project addresses two core challenges. First, the field of evaluation and assessment contains a diverse set of concepts, and these concepts often do not translate easily from one language to another. We had to address the language challenge because one knows that language mirrors a nation’s culture, that is, “… language fixes concepts” (Le Metais, 2001, p.201). Second, while the concept ‘culture of assessment’ is a well-established concept and approach in American education, in Europe the concept of ‘culture of assessment’ is used less frequently or is interpreted and applied in distinct ways. For instance, in Norway a ‘vurderingskultur’ is strongly related to learning approaches. This conceptualization started with the Norwegian educational policy initiative in 2010 and following (Directory of Education, 2010, 2011a,b, 2012, 2014, 2015). One core objective of these whitepapers is to stress the aspect of ‘assessment for learning’ by feedback. Moreover, the concepts of ‘evaluation and “reporting found in the Norwegian language reflect some important aspects of assessment that are not necessarily addressed by ‘assessment’.

• Siklander, Pirkko; Palosaari‐Aubry, Päivi; Lazareva, Aleksandra & Impiö, Niina (2017). Yhteisöllinen vertaismentorointi yliopisto-opiskelussa: Mentorin ja mentoroitavan näkökulma [Collaborative peer mentoring in university studies: Mentor’s and mentee’s perspective].
• Bjørke, Sven Åke & Lazareva, Aleksandra (2016). Tutoring in Online and Distance Education.
• Bjørke, Sven Åke & Lazareva, Aleksandra (2016). Peer assessment in online collaborative learning: Increasing performance.
• Lazareva, Aleksandra (2016). Tutoring in online collaborative learning courses.
• Bjørke, Sven Åke; Lazareva, Aleksandra; Mayende, Godfrey; Nampijja, Dianah & Isabwe, Ghislain Maurice Norbert (2015). Together we can. Team and online collaborative work. Vis sammendrag

  Collaborative Learning online

• Lazareva, Aleksandra (2015). Designing Engaging Computer-Supported Collaborative Learning (CSCL) Environments: Online Tutor as a Provider of Adaptive Support.
• Lazareva, Aleksandra (2018). Facilitating Student Engagement in the Context of Computer-Supported Collaborative Learning : Doctoral Dissertation. Universitetet i Agder. ISSN 978-82-7117-898-7. Fulltekst i vitenarkiv

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