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Ansatteoversikt
Rachelle Esterhazy

Rachelle Esterhazy

Stillingstittel
  • professor
Besøksadresse
  • Stensberggata 29, 0170 Oslo
  • Kontornummer: sg402
Telefon
  • Kontor: +47 672 36 677
E-post
  • rachelle.esterhazy@oslomet.no
Tilhørighet

Kort om

Mine forskningsinteresser inkluderer forskjellige prosesser i (profesjonell) høyere utdanning, som tilbakemelding, vurdering, pedagogisk design, (tverrprofesjonelt) samarbeidslæring og simulasjons-basert læring. Jeg har ekspertise innen kvalitativ metodologi, designbasert forskning og (multimodal) læringsanalyse, som jeg kombinerer for å studere prosesser på mikro- (f.eks. meningsskapning innen studentgrupper) og mesonivå (f.eks. frafall, student-sentrerte kursdesign). Jeg arbeider med forskjellige teorier, men har min primære forankring i sosiokulturelle læringsteorier.

Jeg er medleder for prosjektet TeamLearn - Teamwork analytics for training collaborative problem solving in professional higher education (NFR-finansiert 2021-2026; Hovedleder Crina Damsa, UiO):https://www.uv.uio.no/iped/english/research/projects/teamlearn/

Jeg er prosjektmedlem i prosjektet BraStart!, som er en læringsanalyse-tilnærming for å utforske akademisk integrasjon og frafall blant førsteårsstudenter ved Universitetet i Oslo (Strategisk UiO-finansiering 2023-2025): https://www.uv.uio.no/iped/english/research/projects/damsa-pathwise/

Ved Senteret for Profesjonsstudier underviser jeg i kurset i universitets pedagogikk og kurset for PhD-veiledere.

Jeg er medlem av forskningsgruppen PKK (Profesjonskunnskap- og kvalifisering) ved SPS og HEDWORK (Knowledge, Learning and Governance - Studies in higher education and work) ved UiO.

Mer informasjon: https://orcid.org/0000-0003-0494-1417 

Publikasjoner og forskningsresultater

Vitenskapelige publikasjoner

Mülder, Hannah; Esterhazy, Rachelle ; Bergstrøm-Hansen, Nora; Enqvist-Jensen, Cecilie (2025). From tension to quality: how student partners practice quality work. Studies in Higher Education.
https://doi.org/10.1080/03075079.2025.2496927

Sanchez, Daniel; Esterhazy, Rachelle (2025). Unpacking the observational feedback generation process in high-fidelity simulations. Assessment & Evaluation in Higher Education.
https://doi.org/10.1080/02602938.2025.2493247

Bearman, Margaret; Tai, Joanna; Henderson, Michael; Esterhazy, Rachelle ; Mahoney, Paige; Molloy, Elizabeth (2024). Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature. Assessment & Evaluation in Higher Education.
https://doi.org/10.1080/02602938.2024.2307332

Lange, Thomas de; Esterhazy, Rachelle ; Wittek, Anne Line (2023). Peer Group Mentoring Among Faculty Staff in Higher Education. Lange, Thomas de; Wittek, Anne Line (Red.). Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer.
https://doi.org/10.1007/978-3-031-37458-6_1

Mülder, Hannah; Bergstrøm, Nora; Enqvist-Jensen, Cecilie; Esterhazy, Rachelle (2023). Student Staff as Co-Designers in Higher Education. Blikstein, Paulo; Aalst, Jan van; Kizito, Rita; Brennan, Karen (Red.). Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023. s. 1973-1974. International Society of the Learning Sciences (ISLS).
https://doi.org/10.22318/icls2023.704174

Damsa, Crina I.; Muukkonen, Hanni; Gasevic, Dragan; Janssen, Jeroen J. W. M.; Leeuwen, Anousckha Van; Esterhazy, Rachelle ; Moya, Andres Arturo Araos; Hernández-Leo, Davinia; Gasevic, Daniela (2022). Contrasting analytical approaches to trace collaborative learning with knowledge object. Computer-Supported Collaborative Learning Series (CSCL).
https://www.dropbox.com/s/9mwx6t8mi75op15/CSCL2022

Damsa, Crina I.; Erstad, Ola Andres; Sefton-Green, Julian; hillman, Thomas; Moya, Andres Arturo Araos; Richter, Christoph; Haan, Mariette de; Kerssens, Nils; Silseth, Kenneth; Rasmussen, Ingvill; Esterhazy, Rachelle ; Mäkitalo, Åsa (2022). Platformization in and of education ̶Exploring a new research agenda. Computer-Supported Collaborative Learning Series (CSCL).
https://www.dropbox.com/s/ws5sdcfi72aykj1/ICLS2022

Esterhazy, Rachelle ; Lange, Thomas de; Damsa, Crina I. (2021). Performing teacher feedback literacy in peer mentoring meetings. Assessment & Evaluation in Higher Education.
https://doi.org/10.1080/02602938.2021.1980768

Esterhazy, Rachelle ; Lange, Thomas de; Bastiansen, Sofie; Wittek, Anne Line (2021). Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development. Review of Educational Research. Vol. 91.
https://doi.org/10.3102/0034654321990721

Damsa, Crina-Ioana; Muukkonen, Hanni; Leeuwen, Anouschka van; Gašević, Dragan; Janssen, Jeroen; Esterhazy, Rachelle ; Martinez-Maldonado, Roberto; Moya, Andres Arturo Araos; Gedrimiene, Egle; Kaliisa, Rogers (2021). Analyzing and Conceptualizing Collaborative Learning with Digital Knowledge Objects. Proceedings of the annual meeting of the ISSS.



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Publikasjonslisten er hentet ut av Nasjonalt vitenarkiv (NVA). Listen kan være ufullstendig.

Forskningsrapporter

Esterhazy, Rachelle ; Hermansen, Hege (2019). «Flipped classroom» i praksis: Hvordan tilrettelegge for aktive læringsprosesser. 20 s. Universitetet i Oslo.

Esterhazy, Rachelle (2019). A practical guide to feedback. How to give feedback that students actually use. LINK - 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). 148 s. Universitetet i Oslo.
https://hdl.handle.net/10852/69251

Damsa, Crina I.; Lange, Thomas de; Elken, Mari; Esterhazy, Rachelle ; Fossland, Trine; Frølich, Nicoline; Hovdhaugen, Elisabeth; Maassen, Peter; Nerland, Monika; Nordkvelle, Yngve Troye; Stensaker, Bjørn; Tømte, Cathrine Edelhard; Vabø, Agnete ; Wiers-Jenssen, Jannecke; Aamodt, Per O (2015). Quality in Norwegian Higher Education: A review of research on aspects affecting student learning. ISBN: 9788232701278. 90 s. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning.



Publikasjonslisten er hentet ut av Nasjonalt vitenarkiv (NVA). Listen kan være ufullstendig.

Formidling

Esterhazy, Rachelle ; Arnim, Hugh Alexander von; Damsa, Crina I. (2025). Multimodal learning analytics to explore key moments of interdisciplinary knowledge-construction. LAK25 - The International Conference on Learning Analytics & Knowledge. SoLAR - Society for Learning Analytics Research.

Esterhazy, Rachelle ; Arnim, Hugh Alexander von; Damsa, Crina I. (2024). Multimodal learning analytics to explore key moments of interdisciplinary knowledge-construction. EARLI SIG27 Online Measurements of Learning Processes. EARLI.

Strømsø, Helge Ivar; Esterhazy, Rachelle ; Hjelmeng, Erling Johan; Frølich, Nicoline (2023). Ja, vi trenger universitetspedagogisk basiskompetanse!. Uniforum.

Esterhazy, Rachelle ; Lange, Thomas de; Møystad, Anne (2022). How do signature pedagogies get their signatures? The role of assessment and professional artefacts. EARLI SIG 1 & 4 joint conference. European Association for Research on Learning and Instruction (EARLI).

Esterhazy, Rachelle ; Damsa, Crina I.; Lange, Thomas de (2021). University teachers’ enactment of feedback literacy during peer mentoring meetings. Conference of the European Association for Research on Learning and Instruction (EARLI), University teachers’ enactment of feedback literacy during peer mentoring meetings . EARLI, 2021.

Esterhazy, Rachelle ; Damsa, Crina-Ioana; Nerland, Monika Bærøe (2021). Co-creation of knowledge objects in undergraduate education – a qualitative analytical approach. Co-creation of knowledge objects in undergraduate education – a qualitative analytical approach, Biannual conference of European Association for Research on Learning and Instruction (EARLI2021), Gothenburg, Sweden/online. Crina Damsa, EARLI Conference 2021.

Esterhazy, Rachelle ; Lange, Thomas de; Damsa, Crina I. (2021). Performing teacher feedback literacy in peer mentoring meetings. EARLI. EARLI.

Esterhazy, Rachelle (2020). Productive feedback and student-active learning. DIKU web-seminar for practitioners. DIKU.

Esterhazy, Rachelle (2020). Practical Strategies for designing for productive feedback: principles, problems and practices. Invited Workshop. Institute for Academic Development, University of Edinburgh.

Damsa, Crina I.; Esterhazy, Rachelle ; Nerland, Monika (2019). Analyzing learning through co-creation of knowledge objects in software engineering education. EARLI 2019.



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Publikasjonslisten er hentet ut av Nasjonalt vitenarkiv (NVA). Listen kan være ufullstendig.
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