Irina Engene
Biographic Data
| ID | 4095936 |
|---|---|
| NAME | Irina Engene |
| GIVEN NAMES | Irina |
| FAMILY NAME | Engene |
| SIGNATURE | ENGENE I |
| AFFILIATIONS | Østfold University of Applied Sciences |
| ORCID | 0000-0001-5948-4992 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Same assignment—two different feedback contexts: Lower secondary students’ experiences with feedback during a three draft writing process
This study explores students’ conceptions and experiences with feedback as integrated parts of a three draft writing process and group discussions in English as a foreign language (EFL) in three schools. The students ( n = 106 , six classes) were following the same draft writing process design during a full school day. The same assignment was given to all participating students, but different feedback contexts were assigned in each school. Half o…
Investigating AI Chatbots’ Role in Online Learning and Digital Agency Development
The integration of artificial intelligence (AI) chatbots in online learning environments has transformed the way students engage with educational content, offering personalised learning experiences, instant feedback, and scalable support. This study investigates the role of AI-driven chatbots in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC), a professional development course aimed at enhancing…
Agency in Digital Education: Empowering Students and Teachers in Technology-Rich Learning Environments
In the rapidly evolving landscape of digital technology, the imperative for fostering agency in digital learning has become paramount [...]
Co-Agency and Co-Development in Higher Education
Co-agency, as an emerging phenomenon at the intersection of individual agencies, plays a critical role in advancing meaning-making processes while simultaneously developing and expanding individual agency in online collaborative learning. Despite its significance, the development and expansion of co-agency remain under-researched, as much of the existing scholarship emphasises individual agency—often defined as the capacity to navigate resources …
Exploring AI-Driven Feedback as a Cultural Tool: A Cultural-Historical Perspective on Design of AI Environments to Support Students’ Writing Process
This study draws on the cultural-historical perspectives of Vygotsky and Galperin to examine the role of AI-generated feedback within the Assessment for Learning (AfL) process in fostering students’ development as learners. By leveraging Galperin’s concept of cultural tools and the developmental role of human activity, elaborated in his dissertation written almost a hundred years ago, this study elucidates how this theoretical framework can enhan…
Psychological Significance and Difference Between Tools Use by Humans and Animals: P. Y. Galperin's Dissertation
Psychological Significance and Difference Between Tools Use by Humans and Animals: P. Y. Galperin's Dissertation
Developing teachers’ digital identity: Towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century
Digitalisation provides valuable opportunities for learning; however, it imposes demands on teachers. Teachers are expected not only to be profound users of educational technologies but also to engage in the design of digital environments such as online courses, learning management systems, and mobile applications. This article argues that originated in cultural-historical traditions, Galperin’s pedagogical theory might offer an approach to outli…
Tools and Signs in Massive Open Online Courses: Implications for Learning and Design
Understanding learning as a psychological process has been downplayed in the design of massive open online courses (MOOCs). This study draws on the cultural-historical perspectives of Vygotsky and Galperin to offer the design principles for MOOCs to enhance the learning and development of learners. The study argues that the suggested design principles emphasize the interplay between digital tools and the design of MOOCs to facilitate learners’ mo…
Examining Instructors’ Roles in Facilitating Students’ Learning Process in Pedagogical Information and Communication Technology Massive Open Online Course
This study examines how course instructors facilitate students’ learning in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC) aiming to develop professional digital competence in pre-service and in-service teachers in Norway. It also provides an insight into how students’ agentic engagement in learning may affect the course instructors’ guidance. Students’ online meetings with the course instructo…
Use of videos in the Information and Communication Technology Massive Open Online Course: Insights for learning and development of transformative digital agency with pre- and in-service teachers in No…
This study examines how videos may support participants’ learning in the Information and Communication Technology Massive Open Online Course (ICTMOOC) aimed to develop digital skills with pre- and in-service teachers in Norway and provides an insight into how teachers’ interactions with videos may contribute to enhancing their agentic capacity to learn and transformative digital agency. Analyses of participants’ interactions with the videos are l…
Reprint of: Learning for the future: Insights arising from the contributions of Piotr Galperin to the cultural-historical theory
The contribution of Piotr Galperin (1902–1988) to cultural - historical theory and related approaches to pedagogy remains little known in the West and is often reduced to listing the phases of the formation of mental actions. In this paper, introducing this Special Issue centred on four of his lectures given in the period 1970s–80s to psychology and philosophy students at Moscow State University, we attempt to position his contribution in the con…
Lecture 12. The conditions for the development of the properties of the action. The phases of the development of the action
The focus of this lecture is on the measures needed to achieve the desired properties of the action
Lecture 13. The process of internalisation. Theoretical and practical implications of the study on the phases of the development of mental actions
In this lecture, Galperin gives exhaustive descriptions of the phases or forms of learners’ activities in the process of the development of mental actions
Galperin's legacy and some current challenges of educational research and practice: Agency, technology, and design
The contribution of Piotr Galperin to the cultural-historical theory and implications for contemporary educational research and practice
Part 3: The study on the development of human mental activity
Learning for the future: Insights arising from the contributions of Piotr Galperin to the cultural-historical theory
The contribution of Piotr Galperin (1902–1988) to cultural - historical theory and related approaches to pedagogy remains little known in the West and is often reduced to listing the phases of the formation of mental actions. In this paper, introducing this Special Issue centred on four of his lectures given in the period 1970s–80s to psychology and philosophy students at Moscow State University, we attempt to position his contribution in the con…
Reprint of: The contribution of Piotr Galperin to the cultural-historical theory and implications for contemporary educational research and practice
Lecture 11. The phases of the formation of mental actions
Engagement in Learning in the Massive Open Online Course: Implications for Epistemic Practices and Development of Transformative Digital Agency with Pre- and In-Service Teachers in Norway
This study examines how participants engage in learning in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC) aimed to enhance Norwegian pre- and in-service teachers’ professional digital competence. The study also provides an insight into how participants’ engagement in learning in the ICTPED MOOC may have enhanced their transformative digital agency. Analyses of participants’ engagement in learni…
Exploring AI-Driven Feedback as a Cultural Tool: A Cultural-Historical Perspective on Design of AI Environments to Support Students’ Writing Process
This study draws on the cultural-historical perspectives of Vygotsky and Galperin to examine the role of AI-generated feedback within the Assessment for Learning (AfL) process in fostering students’ development as learners. By leveraging Galperin’s concept of cultural tools and the developmental role of human activity, elaborated in his dissertation written almost a hundred years ago, this study elucidates how this theoretical framework can enhan…
Use of videos in the Information and Communication Technology Massive Open Online Course: Insights for learning and development of transformative digital agency with pre- and in-service teachers in No…
This study examines how videos may support participants’ learning in the Information and Communication Technology Massive Open Online Course (ICTMOOC) aimed to develop digital skills with pre- and in-service teachers in Norway and provides an insight into how teachers’ interactions with videos may contribute to enhancing their agentic capacity to learn and transformative digital agency. Analyses of participants’ interactions with the videos are l…
Reprint of: Learning for the future: Insights arising from the contributions of Piotr Galperin to the cultural-historical theory
The contribution of Piotr Galperin (1902–1988) to cultural - historical theory and related approaches to pedagogy remains little known in the West and is often reduced to listing the phases of the formation of mental actions. In this paper, introducing this Special Issue centred on four of his lectures given in the period 1970s–80s to psychology and philosophy students at Moscow State University, we attempt to position his contribution in the con…
Lecture 12. The conditions for the development of the properties of the action. The phases of the development of the action
The focus of this lecture is on the measures needed to achieve the desired properties of the action
Lecture 13. The process of internalisation. Theoretical and practical implications of the study on the phases of the development of mental actions
In this lecture, Galperin gives exhaustive descriptions of the phases or forms of learners’ activities in the process of the development of mental actions
Galperin's legacy and some current challenges of educational research and practice: Agency, technology, and design
The contribution of Piotr Galperin to the cultural-historical theory and implications for contemporary educational research and practice
Part 3: The study on the development of human mental activity
Learning for the future: Insights arising from the contributions of Piotr Galperin to the cultural-historical theory
The contribution of Piotr Galperin (1902–1988) to cultural - historical theory and related approaches to pedagogy remains little known in the West and is often reduced to listing the phases of the formation of mental actions. In this paper, introducing this Special Issue centred on four of his lectures given in the period 1970s–80s to psychology and philosophy students at Moscow State University, we attempt to position his contribution in the con…
Reprint of: The contribution of Piotr Galperin to the cultural-historical theory and implications for contemporary educational research and practice
Lecture 11. The phases of the formation of mental actions
Engagement in Learning in the Massive Open Online Course: Implications for Epistemic Practices and Development of Transformative Digital Agency with Pre- and In-Service Teachers in Norway
This study examines how participants engage in learning in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC) aimed to enhance Norwegian pre- and in-service teachers’ professional digital competence. The study also provides an insight into how participants’ engagement in learning in the ICTPED MOOC may have enhanced their transformative digital agency. Analyses of participants’ engagement in learni…
Developing teachers’ digital identity: Towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century
Digitalisation provides valuable opportunities for learning; however, it imposes demands on teachers. Teachers are expected not only to be profound users of educational technologies but also to engage in the design of digital environments such as online courses, learning management systems, and mobile applications. This article argues that originated in cultural-historical traditions, Galperin’s pedagogical theory might offer an approach to outli…
Tools and Signs in Massive Open Online Courses: Implications for Learning and Design
Understanding learning as a psychological process has been downplayed in the design of massive open online courses (MOOCs). This study draws on the cultural-historical perspectives of Vygotsky and Galperin to offer the design principles for MOOCs to enhance the learning and development of learners. The study argues that the suggested design principles emphasize the interplay between digital tools and the design of MOOCs to facilitate learners’ mo…
Examining Instructors’ Roles in Facilitating Students’ Learning Process in Pedagogical Information and Communication Technology Massive Open Online Course
This study examines how course instructors facilitate students’ learning in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC) aiming to develop professional digital competence in pre-service and in-service teachers in Norway. It also provides an insight into how students’ agentic engagement in learning may affect the course instructors’ guidance. Students’ online meetings with the course instructo…
Psychological Significance and Difference Between Tools Use by Humans and Animals: P. Y. Galperin's Dissertation
Psychological Significance and Difference Between Tools Use by Humans and Animals: P. Y. Galperin's Dissertation
Same assignment—two different feedback contexts: Lower secondary students’ experiences with feedback during a three draft writing process
This study explores students’ conceptions and experiences with feedback as integrated parts of a three draft writing process and group discussions in English as a foreign language (EFL) in three schools. The students ( n = 106 , six classes) were following the same draft writing process design during a full school day. The same assignment was given to all participating students, but different feedback contexts were assigned in each school. Half o…
Investigating AI Chatbots’ Role in Online Learning and Digital Agency Development
The integration of artificial intelligence (AI) chatbots in online learning environments has transformed the way students engage with educational content, offering personalised learning experiences, instant feedback, and scalable support. This study investigates the role of AI-driven chatbots in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC), a professional development course aimed at enhancing…
Agency in Digital Education: Empowering Students and Teachers in Technology-Rich Learning Environments
In the rapidly evolving landscape of digital technology, the imperative for fostering agency in digital learning has become paramount [...]
Co-Agency and Co-Development in Higher Education
Co-agency, as an emerging phenomenon at the intersection of individual agencies, plays a critical role in advancing meaning-making processes while simultaneously developing and expanding individual agency in online collaborative learning. Despite its significance, the development and expansion of co-agency remain under-researched, as much of the existing scholarship emphasises individual agency—often defined as the capacity to navigate resources …
Exploring AI-Driven Feedback as a Cultural Tool: A Cultural-Historical Perspective on Design of AI Environments to Support Students’ Writing Process
This study draws on the cultural-historical perspectives of Vygotsky and Galperin to examine the role of AI-generated feedback within the Assessment for Learning (AfL) process in fostering students’ development as learners. By leveraging Galperin’s concept of cultural tools and the developmental role of human activity, elaborated in his dissertation written almost a hundred years ago, this study elucidates how this theoretical framework can enhan…
Psychology (16 works) · Computer Science (12 works) · Sociology (11 works) · Mathematics education (9 works) · Pedagogy (8 works) · Innovative Teaching and Learning Methods (6 works) · Multimedia (6 works) · Educational technology (5 works) · Engineering (5 works) · Engineering ethics (5 works)