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Kjetil Egelandsdal's picture

Kjetil Egelandsdal

Postdoctoral fellow
  • E-mailKjetil.Egelandsdal@uib.no
  • Phone+47 55 58 39 77+47 922 05 269
  • Visitor Address
    Christiesgt. 13
  • Postal Address
    Postboks 7807
    5020 Bergen
  • ICT and Learning
  • Formative assessment/Assessment for Learning
  • Adaptive Learning
  • Philosophy of Education
  • Mixed Methods Research
Selected publications
  • Egelandsdal, Kjetil; Krumsvik, Rune Johan. 2015. Clickers and formative feedback at university lectures. Education and Information Technologies : Official Journal of the IFIP technical committee on Education. 22: 55-74. doi: 10.1007/s10639-015-9437-x
Academic article
  • 2020. Universitetsforelesningen og responsteknologi. UNIPED. 117-133.
  • 2020. Never Mind the Gap: Formative Assessment Confronted with Dewey’s and Gadamer’s Concept of Experience . European Journal of Education.
  • 2019. Clicker Interventions at University Lectures and the Feedback Gap. Nordic Journal of Digital Literacy. 70-87.
  • 2017. Peer discussions and response technology: short interventions, considerable gains. Nordic Journal of Digital Literacy. 19-30.
  • 2015. Clickers and formative feedback at university lectures. Education and Information Technologies : Official Journal of the IFIP technical committee on Education. 55-74.
Report
  • 2019. Adaptiv læring i matematikk: empirisk rapport om Multi Smart Øving i grunnskolen. .
Lecture
  • 2018. Forskning på egen praksis.
Academic monograph
  • 2013. Sammenhengen mellom IKT-bruk og læringsutbytte (SMIL) i videregående opplæring. Hvilken sammenheng er det mellom IKT-bruk og (intendert, subjektivt, og objektivt) læringsutbytte i videregående opplæring? Sluttrapport.
Popular scientific article
  • 2016. Responsteknologi i universitetsforelesninger. Psykologisk tidsskrift. 41-46.
Doctoral dissertation
  • 2018. Clickers and Formative Feedback at University Lectures. Exploring students and teachers’ reception and use of feedback from clicker interventions.
Academic chapter/article/Conference paper
  • 2020. «Læring som praksis» - John Deweys pragmatisme. 17 pages.
  • 2020. Vurdering i klasserommet. 22 pages.
  • 2020. Elevens beste og pedagogiske perspektiver - en analyse. 24 pages.
  • 2019. Clicker Interventions, promoting student activity and feedback at University Lectures. 16 pages.
  • 2019. Clicker Interventions in Large Lectures in Higher Education. 22 pages.
  • 2018. STEPRE – model: Facilitating knowledge development in student groups in Higher Education.
  • 2016. Formativ e-vurdering i høyere utdanning. 18 pages.
Popular scientific book
  • 2019. Innovating Pedagogy 2019. Open University Innovation Report 7. The Open University.

More information in national current research information system (CRIStin)