Alexandra Lazareva

• Mushimiyimana, Jean Baptiste; Nzabalirwa, Wenceslas; Ndayambaje, Irenee & Lazareva, Aleksandra (2026). Examining teacher educators’ technological proficiency and barriers to ICT integration in pre-service teacher education in Rwanda. Cogent Education. 13(1). doi: 10.1080/2331186X.2026.2710461. Fulltekst i vitenarkiv Vis sammendrag

  Information and Communication Technology (ICT) integration is a key driver of pedagogical modernization worldwide. However, despite national digital transformation efforts, ICT adoption in teacher education remains limited across sub-Saharan Africa, including Rwanda. This study investigated ICT proficiency among Rwandan pre-service teacher educators, identified integration challenges and proposed strategic interventions. A mixed-methods approach involved 335 teacher educators from Teacher Training Colleges (TTCs) who completed structured questionnaires, complemented by interviews and classroom observations. Quantitative data were analyzed using descriptive statistics, ANOVA and MANOVA, while qualitative data underwent thematic analysis. ANOVA results revealed significant age differences in Foundational ICT Knowledge [F(2,332)=3.83, p=0.023, partial η²=0.023], Knowledge of ICT Integration in Teaching and Learning [F(2,332)=5.30, p=0.005, partial η²=0.031] and Knowledge of ICT Use in Assessment [F(2,332)=3.82, p=0.023, partial η²=0.022]. Despite reporting high levels of ICT proficiency, teacher educators' actual classroom implementation remains significantly constrained by unreliable internet connectivity, inconsistent electricity supply, and limited time for lesson preparation and integration. Targeted training, adequate access to digital resources, and institutional support are critical for improving teacher ICT proficiency. The study contributes to closing gaps in ICT integration literature in developing countries and recommends infrastructure improvement, workload management, government-led training, curriculum digitalization, peer collaboration and continuous professional development.

• Lazareva, Aleksandra & Muhic, Mirella (2025). UNIVERSITY STUDENTS' USE OF ARTIFICIAL INTELLIGENCE TOOLS IN THEIR STUDIES. I Chova, Luis Gómez; Martínez, Chelo González & Lees, Joanna (Red.), EDULEARN25 Proceedings. 17th International Conference on Education and New Learning Technologies. International Academy of Technology, Education and Development (IATED). ISSN 9788409742189. s. 4207–4214. doi: 10.21125/edulearn.2025.1096. Fulltekst i vitenarkiv Vis sammendrag

  Artificial intelligence (AI) technologies are advancing rapidly, driven by the IT industry, leaving educational institutions often striving to keep up. Researchers argue that institutions should play a more proactive role in shaping AI's future in education [1]. AI tools are already integral to higher education, influencing daily practices such as research activities [e.g., 2, 3, 4], reference style guidelines [e.g., 5], and student support for writing assignments and exams [2, 6]. While guidelines for AI use in higher education are increasingly common, students' perspectives remain underexplored. Earlier studies suggest that students find AI useful for such tasks as brainstorming [4, 7], but their broader insights are still lacking in literature. The student perspective is crucial for a holistic understanding of what potential AI tools have for learning and teaching at a tertiary level [8, 9]. This study aims to delve deeper into higher education students’ use of AI tools. Guided by the research question, "What AI tools do higher education students use, how often, and for what purposes?" data are being gathered through a digital survey administered at universities in Norway and Sweden. Running from February to April 2025 (estimated number of responses = 50 responses), the survey includes bachelor, master’s degree, and PhD students from diverse faculties and programs. Respondents report on the AI tools they use, the frequency and purposes of use, and their motivations. Moreover, Likert-scale questions evaluate AI’s perceived contribution to students’ learning (such as comprehension, reflection and critical thinking skills) and academic performance (such as grades). Finally, the survey also includes open-ended questions prompting the respondents to reflect on the pros and cons of using AI in studies. This paper focuses on analyzing and discussing survey findings, laying the groundwork for subsequent focus group interviews, to get a deeper understanding of the identified AI’s perceived contribution to students’ knowledge comprehension and application skills, reasoning, as well as academic writing and motivation for learning.

• Agostini, Daniele; Lazareva, Aleksandra & Picasso, Federica (2024). Advancements in technology-enhanced assessment in tertiary education. Australasian Journal of Educational Technology (AJET). ISSN 1449-3098. 40(4), s. 1–7. doi: 10.14742/ajet.10122. Fulltekst i vitenarkiv
• Lazareva, Aleksandra; Vindbo, Sondre & Spanos, Apostolos (2024). Student experiences with using ChatGPT in history classes. I Chova, Luis Gómez; Martínez, Chelo González & Lees, Joanna (Red.), INTED2024, 18th International Technology, Education and Development Conference, March 4th-6th, 2024, Valencia, Spain, Conference Proceedings. International Academy of Technology, Education and Development (IATED). ISSN 9788409592159. s. 2335–2342. doi: 10.21125/inted.2024.0644. Fulltekst i vitenarkiv
• Lazareva, Aleksandra; Gravås, Marianne; Kornbrekke, Janne; Marthinussen, Greta & Tveiten, Silje Stakland (2024). Vocational Education Teacher's Understanding of what deep learning entails and how to assess it. ICERI Proceedings. doi: 10.21125/iceri.2024.0503. Fulltekst i vitenarkiv
• Lazareva, Aleksandra & Tømte, Cathrine Edelhard (2024). Flexible learning spaces as an arena for developing professional digital competence through small group collaboration. Teachers and Teaching: theory and practice. ISSN 1354-0602. 30(4), s. 489–508. doi: 10.1080/13540602.2024.2308893. Fulltekst i vitenarkiv Vis sammendrag

  Flexible technology-rich learning spaces such as Future Classroom Labs (FCL) have a large potential for developing teacher education (TE) students’ professional digital competence through engaging in authentic collaborative learning experiences with digital technology. However, there are limited reports on how students perceive and enact the affordances existing in such learning spaces. This paper reports on how one such FCL can facilitate collaborative learning among TE students. The paper poses two research questions: 1) How does the FCL as a learning space accommodate for collaborative learning? and 2) How do the artefacts promote or limit collaboration among students at the FCL? The data were collected through observations of four sessions of group work at the FCL, each having a different group of 15–16 first-year TE students. The results suggest that the FCL promoted collaborative work in terms of finding and building groups, monitoring, and resource-sharing across the small groups. However, students depended on external guidance from a teacher or student assistant to understand the technical sides of the artefacts, and their educational potential. Therefore, the implication is that in their first visits to FCLs, students need guidance to get started with the distinct tasks, and to master the various devices.

• Lazareva, Aleksandra & Agostini, Daniele (2024). Shifting from Traditional to Alternative Assessment Methods in Higher Education: A Case Study of Norwegian and Italian Universities. International Conference on Computer Supported Education (CSEDU). 2, s. 533–540. doi: 10.5220/0012623300003693. Fulltekst i vitenarkiv
• 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 9783031277580. s. 77–96. doi: 10.1007/978-3-031-27758-0_4. Fulltekst i vitenarkiv Vis sammendrag

  Undervisningsverkstedet, henceforth abbreviated as UV, constitutes a newer initiative within campus-based teacher education at a Norwegian university. It includes a location and resources for varied student-active teaching and aims to foster professional digital competence. The location has flexible furnishings and includes various digital and analogue resources. In an international context, this type of classroom is known as a ‘future classroom lab’ and originates from an initiative by the European Schoolnet. Over the years, these types of classrooms have spread across Europe, yet they mostly target schools and libraries. However, in 2022, several higher education institutions in the Nordics that offer teacher education have been establishing this type of learning environment. Taking a qualitative approach with interviews, we study teacher educators’ perceptions on how to promote professional digital competence for their students in this new type of learning space. Findings indicate that UV as a distinct learning space has the potential to transform and enhance the development of professional digital competence for teachers and students. Findings also demonstrate the value of campus-based learning and of new learning spaces. This is an important observation after the years of remote online teaching and learning caused by the pandemic. Moreover, our study demonstrates that the digital transformation of teacher education affects the role of the teacher, which again may also cause epistemic changes.

• Lukac, Dusko & Lazareva, Aleksandra (2023). ARTIFICIAL INTELLIGENCE AND EDUCATIONAL ASSESSMENT SYSTEM LANDSCAPE, CHALLENGES AND WAYS TO TACKLE AI BASED PLAGIARISM. I Chova, Luis Gómez; Martínez, Chelo González & Lees, Joanna (Red.), EDULEARN23 Proceedings, 15th International Conference on Education and New Learning Technologies. International Academy of Technology, Education and Development (IATED). ISSN 9788409521517. s. 953–962. doi: 10.21125/edulearn.2023.0343. Fulltekst i vitenarkiv
• Lazareva, Aleksandra; Amdal, Irina Ivashenko; 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 9783030939045. s. 311–321. doi: 10.1007/978-3-030-93904-5_32. Fulltekst i vitenarkiv
• Lazareva, Aleksandra & Tømte, Cathrine Edelhard (2022). Student Assistant Perspective on Flexible Learning Spaces: Challenges and Success Factors. I Chova, L Gómez; Martínez, A. López & Lees, Joanna (Red.), 15th International Conference of Education, Research and Innovation. International Academy of Technology, Education and Development (IATED). ISSN 9788409454761. s. 7170–7177. doi: 10.21125/iceri.2022.1822. Fulltekst i vitenarkiv 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.

• 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 9783830944782. s. 123–136. Fulltekst i vitenarkiv
• 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
• 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 9783830944782. s. 11–18. Fulltekst i vitenarkiv
• 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 9783030681982. s. 103–114. doi: 10.1007/978-3-030-68198-2_9. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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 9783830944782. s. 39–58. Fulltekst i vitenarkiv
• Midtlund, Arne; Instefjord, Elen Johanna & Lazareva, Aleksandra (2021). Digital communication and collaboration in lower secondary school. Nordic Journal of Digital Literacy. 16(2), s. 65–76. doi: 10.18261/issn.1891-943x-2021-02-03. Fulltekst i vitenarkiv Vis sammendrag

  This article investigates factors influencing teachers in secondary school when they plan for pupils’ use of digital tools for collaboration and communication. Six social studies teachers in Oslo were interviewed about how they facilitate digital collaboration and communication. The results demonstrate that teachers facilitate this to a certain extent, both in the form of pupils’ co-writing and sharing files with each other. However, there is little communication between pupils by means of digital tools as an integrated part of the teaching. None of the teachers mentioned communication using digital tools as part of basic competence without being directly asked about it. Based on the analysis of the interviews, it is likely that the barriers to using digital tools for collaborating and communicating are time restrictions and the pupils’ lack of digital competence. As the pupils are physically at the same place at the same time, it is perceived as unnecessary to spend time facilitating digital communication and collaboration. The findings indicate that systematic and planned work with digital competence, including communication and interaction, should be facilitated.

• Lazareva, Aleksandra (2019). Invisible Student Participation in Online Collaborative Learning: Implications for Scaffolding and Assessment. I Chova, L. Gómez; Martínez, A. López & Torres, I. Candel (Red.), EDULEARN19 Proceedings: 11th International Conference on Education and New Learning Technologies. International Academy of Technology, Education and Development (IATED). ISSN 9788409120314. s. 5869–5877. doi: 10.21125/edulearn.2019.1414. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv 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.

• Rehman, Ubaid Ur; 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 Chova, L Gómez; Martínez, A. López & Torres, I. Candel (Red.), 12th International Technology, Education and Development Conference. International Academy of Technology, Education and Development (IATED). ISSN 9788469794807. s. 6692–6700. doi: 10.21125/inted.2018.1574. Fulltekst i vitenarkiv
• 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 9783319732091. s. 349–359. doi: 10.1007/978-3-319-73204-6_39. Fulltekst i vitenarkiv
• Schulz, Renee Patrizia; Lazareva, Aleksandra; Isabwe, Ghislain Maurice Norbert & Prinz, Andreas (2017). Higher Education Teachers Meet Mobile Technology: Application and Acceptance. I Chova, L. Gómez; Martínez, A. López & Torres, I. Candel (Red.), EDULEARN17 proceedings : 9th international confererence om education and new learning technologies. International Academy of Technology, Education and Development (IATED). ISSN 9788469737774. s. 9237–9246. doi: 10.21125/edulearn.2017.0735. Fulltekst i vitenarkiv
• 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 9783319503370. s. 128–142. doi: 10.1007/978-3-319-50337-0. Fulltekst i vitenarkiv
• 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 9789897582400. s. 255–262. doi: 10.5220/0006325802550262. Fulltekst i vitenarkiv
• 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. s. 4152–4157. doi: 10.21125/iceri.2017.1098. Fulltekst i vitenarkiv
• 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 9789963228836. Fulltekst i vitenarkiv
• 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 9789897581083. s. 438–443. doi: 10.5220/0005482804380443. Fulltekst i vitenarkiv
• 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 9783830932871. s. 35–51. Fulltekst i vitenarkiv
• 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 9781479987078. s. 421–430. doi: 10.1109/ICL.2015.7318066. Fulltekst i vitenarkiv

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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 9783830944782. 150 s. Fulltekst i vitenarkiv

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• Nydahl, Adina Marie; Mastad, Line & Lazareva, Aleksandra (2025). Arbeidslivsrelevans gjennom samskaping i grunnskolelærerutdanningen. Fulltekst i vitenarkiv
• Lazareva, Aleksandra; Mastad, Line & Nydahl, Adina Marie (2025). Portfolio Examination as an Approach to Promoting Work-life Relevance in Teacher Education. European Educational Research Journal. doi: https:/eera-ecer.de/ecer-programmes/conference/30/contribution/61650. Fulltekst i vitenarkiv
• Lazareva, Aleksandra (2025). Asynkron undervisning. Fulltekst i vitenarkiv
• Amdal, Irina Ivashenko; Lazareva, Aleksandra & Endresen, Kristin (2025). RECEIVING PEER INSTRUCTION: STUDENT PERCEPTIONS OF LEARNING OUTCOMES AND CHALLENGES. Fulltekst i vitenarkiv
• Amdal, Irina Ivashenko & Lazareva, Aleksandra (2024). Samarbeid med praksisfeltet om campusundervisning. Fulltekst i vitenarkiv
• Tømte, Cathrine Edelhard & Lazareva, Aleksandra (2024). Digital competence for teaching and learning in higher education. Fulltekst i vitenarkiv
• Lazareva, Aleksandra (2024). Digital læring. Fulltekst i vitenarkiv
• Gravås, Marianne; Kornbrekke, Janne; Tveiten, Silje Stakland; Lazareva, Aleksandra & Greta, Marthinussen (2023). Deep Learning in Science Subjects in Vocational Education in Norway: Skills, Strategies, and Assessment. Fulltekst i vitenarkiv
• Lazareva, Aleksandra & Agostini, Daniele (2023). Redesigning for Meaningful Assessment in Higher Education: A Study of the Practices in Norway and Italy. Fulltekst i vitenarkiv
• Lazareva, Aleksandra (2023). ChatGPT in History Teaching. Fulltekst i vitenarkiv
• Amdal, Irina Ivashenko; Dede, Ayşe Tekin Dede Tekin; 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. Fulltekst i vitenarkiv
• Tømte, Cathrine Edelhard & Lazareva, Aleksandra (2021). Enhancing digital literacy as meaning making and practices: Exploring teacher education in new learning spaces. Fulltekst i vitenarkiv
• Jr, Robert Morris Gray & Lazareva, Aleksandra (2020). The implications of digital assessment technology for transforming student learning in Norwegian higher education. Fulltekst i vitenarkiv
• Lazareva, Aleksandra & Jr, Robert Gray (2019). Digital Assessment as Feedback to Support Effective and Meaningful Learning. Fulltekst i vitenarkiv
• Lazareva, Aleksandra (2019). Self-regulation as a Prerequisite to Effective Learning in the 21st Century. Fulltekst i vitenarkiv
• Lazareva, Aleksandra; Mathisen, Petter & Kari, Midtsund Norbø (2019). Connecting Theory and Practice in Teacher Education by Means of Observation Software. Fulltekst i vitenarkiv
• Lazareva, Aleksandra & Cruz-Martinez, Gibran (2018). Effects of a Collaborative Storytelling Video Project on Students’ Affective Learning Outcomes in a Social Science Class. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv 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]. Fulltekst i vitenarkiv
• Bjørke, Sven Åke & Lazareva, Aleksandra (2016). Peer assessment in online collaborative learning: Increasing performance. Fulltekst i vitenarkiv
• Lazareva, Aleksandra (2016). Tutoring in online collaborative learning courses. Fulltekst i vitenarkiv
• Bjørke, Sven Åke & Lazareva, Aleksandra (2016). Tutoring in Online and Distance Education. Fulltekst i vitenarkiv
• Lazareva, Aleksandra (2015). Designing Engaging Computer-Supported Collaborative Learning (CSCL) Environments: Online Tutor as a Provider of Adaptive Support. Fulltekst i vitenarkiv
• Lazareva, Aleksandra (2018). Facilitating Student Engagement in the Context of Computer-Supported Collaborative Learning : Doctoral Dissertation. Universitetet i Agder. ISSN 9788271178987. Fulltekst i vitenarkiv

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