Olga Firssova
Biographic Data
| ID | 1500735 |
|---|---|
| NAME | Olga Firssova |
| GIVEN NAMES | Olga |
| FAMILY NAME | Firssova |
| SIGNATURE | FIRSSOVA O |
| AFFILIATIONS | Open University of the Netherlands |
| ORCID | 0000-0001-7336-5252 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
The case of socially constructed knowledge through online collaborative reflection
Although reflection has been characterised as a personal process, increased attention has been given to how the social context can enhance it. The present article examines how different levels of collaborative reflection influence learning processes and outcomes in higher education. We used a triangulation of quantitative and qualitative research methods to answer our research questions about this relation.Within the context of an Educational Sci…
The networked student
In a university Master's program, for educational professionals seeking professional development, a networked learning intervention was conducted to facilitate students' construction of learning relations for their academic development. Answers were sought to the question on how adult distance university students experience informal learning networks with peers as part of their academic socialization processes. The development of learning network…
Strengthening the ties between theory and practice in higher education
Although many attempts have been made to clarify how academic knowledge can be used in practice, there are not many empirical results that shed light on the process of developing academic knowledge from practical experience. The aim of this study is to examine to what extent an authentic learning environment supports master students in both processes of re and de-contextualisation. We used a qualitative and quantitative research method to evaluat…
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Strengthening the ties between theory and practice in higher education
Although many attempts have been made to clarify how academic knowledge can be used in practice, there are not many empirical results that shed light on the process of developing academic knowledge from practical experience. The aim of this study is to examine to what extent an authentic learning environment supports master students in both processes of re and de-contextualisation. We used a qualitative and quantitative research method to evaluat…
The case of socially constructed knowledge through online collaborative reflection
Although reflection has been characterised as a personal process, increased attention has been given to how the social context can enhance it. The present article examines how different levels of collaborative reflection influence learning processes and outcomes in higher education. We used a triangulation of quantitative and qualitative research methods to answer our research questions about this relation.Within the context of an Educational Sci…
The networked student
In a university Master's program, for educational professionals seeking professional development, a networked learning intervention was conducted to facilitate students' construction of learning relations for their academic development. Answers were sought to the question on how adult distance university students experience informal learning networks with peers as part of their academic socialization processes. The development of learning network…
Pedagogy (3 works) · Psychology (3 works) · Higher education (2 works) · Higher Education Practises and Engagement (2 works) · Innovative Teaching and Learning Methods (2 works) · Mathematics education (2 works) · Reflective Practices in Education (2 works) · Sociology (2 works) · Computer Science (1 work) · E-Learning and Knowledge Management (1 work)