Rune Johan Krumsvik
Datos Biográficos
| ID | 6685334 |
|---|---|
| NOMBRE | Rune Johan Krumsvik |
| NOMBRES | Rune Johan |
| APELLIDO | Krumsvik |
| FIRMA | KRUMSVIK R J |
| AFILIACIONES | University of Bergen |
| ORCID | 0000-0002-5251-5300 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 3 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 1 |
GPT-4’s capabilities in handling essay-based exams in Norwegian
The growing integration of artificial intelligence (AI) in education has paved the way for innovative grading practices and assessment methods. This study uniquely explores GPT-4’s capabilities in handling essay-based exams in Norwegian across bachelor, master, and PhD levels, offering new insights into AI’s potential in educational assessment. Driven by the need to understand how AI can enhance assessment practices beyond traditional approaches,…
Development of inclusive practice – the art of balancing emotional support and constructive feedback
Inclusive education in the context of challenging behavior is one of the most demanding challenges for teachers. Good support systems help teachers become more positive about inclusion and gain greater confidence in realizing that they can succeed. Such support can be provided in the form of emotional support, internal or external guidance, courses, discussions or further education. As an alternative to a traditional individual-oriented approach …
PhD-supervisors experiences during and after the Covid-19 pandemic
Introduction The COVID-19 pandemic has significantly impacted the education sector, and this case study examined nearly three hundred PhD supervisors in Norway. The study was driven by the urgent need to better understand the professional, social, and existential conditions faced by doctoral supervisors during extended societal shutdowns. This explorative case study builds on a former study among PhD candidates and investigates the experiences of…
Developing professional digital competence in Norwegian teacher education
The widespread use of educational technology in schools compels teachers to seamlessly integrate technology while developing students’ digital competence. As educational technology continually evolves, digital competence becomes a dynamic target. Thus, teacher education must effectively prepare student teachers to teach effectively with technology. Researchers are increasingly examining the concept of teachers’ digital competence and how teacher …
Inclusion in the heat of the moment
Individual and social explanatory models provide different frameworks for teachers’ practice. This study addresses how teachers’ understanding of inclusion and challenging behaviors affects their work with an inclusive practice in school. The chosen research design can be characterized as a qualitatively driven mixed-method case design, and the data collection was based on an explorative sequential design. All teachers from two schools that both …
Intentions and Realities in Doctoral Education in Norway. New Policies for Doctoral Education in Norway and the Implications for an Inter-Institutional Research School (WNGER II)—Some Preliminary Find…
This policy and practise review article examines how new policies and policy documents impact a graduate-level research school in Norway, Western Norway Graduate School of Educational Research II (WNGER II) on a general level. WNGER II is a research school consortium with seven universities and university colleges, six PhD programmes, 97 PhD candidates, and 48 supervisors. It was established in 2018 to complement existing PhD programmes and stren…
Adaptive Learning Technology in Primary Education
The aim of this study is to explore the introduction of Adaptive Learning Technology (ALT) and inherent Learning Analytics (LA) in the classroom management and professionalism of teachers in a primary education real-life context. ALT is characterized by an inherent opportunity to personalize curriculum and learning experiences for each individual learner and to support teacher-facilitated learning. In this mixed methods study, we explore upper-pr…
Teachers’ Perceptions of Their Role and Classroom Management Practices in a Technology Rich Primary School Classroom
This case study investigates primary school teachers’ perceptions of their role and practices regarding classroom management in technology-rich classrooms. The data was collected through individual and focus group interviews, observation and a survey at a school where implementation of digital technologies has been a high priority over several years. The study identifies complexity and contemporary elements in teachers’ perceived role and practic…
Experiences of WNGER II Ph.D. Fellows During the Covid-19 Pandemic – A Case Study
Since January 2020 there have been over 97 million reported cases and 2 million deaths worldwide from COVID-19 and it is not over yet. In many ways, the COVID-19 pandemic is a slow-motion disaster and an ‘external intervention’ that suddenly began in early 2020 and has maintained its grip on the world. The pandemic has influenced the education sector strongly as well, and Ph.D. candidates enrolled in Ph.D. programs during COVID-19 (‘the Ph.D. cor…
Weight-Based Victimization and Physical Activity Among Adolescents With Overweight or Obesity
BACKGROUND: Increased physical activity engagement plays a vital role in preventing and treating overweight or obesity in children and adolescents. Research has found that adolescents who are overweight or obese tend to participate in less physical activity than adolescents of average weight. Weight-based victimization (victimization related to weight or body size) is highly prevalent in adolescence and seems to be a factor that might negatively …
Implementing Tablets in Norwegian Primary Schools. Examining Outcome Measures in the Second Cohort
This study examines the implementation of tablets in primary schools in Norway. The outcome measures in the study are external for the intervention and are recorded data from national tests (National reading, arithmetic and English Tests, Classes 5, 8, and 9, National Mapping Tests for reading and arithmetic, Classes 1–3, and the 2014–2017 National Pupil Survey). The entire study ( N = 15, 708) relies on an explanatory, sequential mixed-methods d…
Students’ perceptions of visibility in physical education
The purpose of this study is to explore students’ perceptions of visibility in physical education (PE) using a single cumulative case study approach. Data were generated from the descriptive field notes of seven participant observations ( n = 77), individual semi-structured interviews ( n = 13) and five focus group interviews ( n = 18) with ninth-grade students (ages 14–15 years) from three classes in a public lower secondary school in Norway. Th…
Behind the scenes
This study investigated the characteristics of peer discussions used to support formative assessment in lectures, facilitated by a student response system, in an undergraduate qualitative methods course for psychology students. The intent was to examine the characteristics of peer discussions in which student response systems are used to facilitate the practice of formative assessment lectures. The research was guided by the following research qu…
Perceptions of Contextual Stressors in Physical Education. A Qualitative Case Study
Background: Daily stressors have a significant impact on students' educational outcomes. However, research on students perceived and common contextual stressors in physical education (PE) lessons is limited. Purpose: To identify potential contextual stressors in PE contexts and what students perceive as stressors. Participants: Ninth-grade students (age 14-15) and their PE teachers recruited from three classes in one lower secondary school in Nor…
Students’ perceptions of visibility in physical education
The purpose of this study is to explore students’ perceptions of visibility in physical education (PE) using a single cumulative case study approach. Data were generated from the descriptive field notes of seven participant observations ( n = 77), individual semi-structured interviews ( n = 13) and five focus group interviews ( n = 18) with ninth-grade students (ages 14–15 years) from three classes in a public lower secondary school in Norway. Th…
Behind the scenes
This study investigated the characteristics of peer discussions used to support formative assessment in lectures, facilitated by a student response system, in an undergraduate qualitative methods course for psychology students. The intent was to examine the characteristics of peer discussions in which student response systems are used to facilitate the practice of formative assessment lectures. The research was guided by the following research qu…
Perceptions of Contextual Stressors in Physical Education. A Qualitative Case Study
Background: Daily stressors have a significant impact on students' educational outcomes. However, research on students perceived and common contextual stressors in physical education (PE) lessons is limited. Purpose: To identify potential contextual stressors in PE contexts and what students perceive as stressors. Participants: Ninth-grade students (age 14-15) and their PE teachers recruited from three classes in one lower secondary school in Nor…
Implementing Tablets in Norwegian Primary Schools. Examining Outcome Measures in the Second Cohort
This study examines the implementation of tablets in primary schools in Norway. The outcome measures in the study are external for the intervention and are recorded data from national tests (National reading, arithmetic and English Tests, Classes 5, 8, and 9, National Mapping Tests for reading and arithmetic, Classes 1–3, and the 2014–2017 National Pupil Survey). The entire study ( N = 15, 708) relies on an explanatory, sequential mixed-methods d…
Students’ perceptions of visibility in physical education
The purpose of this study is to explore students’ perceptions of visibility in physical education (PE) using a single cumulative case study approach. Data were generated from the descriptive field notes of seven participant observations ( n = 77), individual semi-structured interviews ( n = 13) and five focus group interviews ( n = 18) with ninth-grade students (ages 14–15 years) from three classes in a public lower secondary school in Norway. Th…
Intentions and Realities in Doctoral Education in Norway. New Policies for Doctoral Education in Norway and the Implications for an Inter-Institutional Research School (WNGER II)—Some Preliminary Find…
This policy and practise review article examines how new policies and policy documents impact a graduate-level research school in Norway, Western Norway Graduate School of Educational Research II (WNGER II) on a general level. WNGER II is a research school consortium with seven universities and university colleges, six PhD programmes, 97 PhD candidates, and 48 supervisors. It was established in 2018 to complement existing PhD programmes and stren…
Adaptive Learning Technology in Primary Education
The aim of this study is to explore the introduction of Adaptive Learning Technology (ALT) and inherent Learning Analytics (LA) in the classroom management and professionalism of teachers in a primary education real-life context. ALT is characterized by an inherent opportunity to personalize curriculum and learning experiences for each individual learner and to support teacher-facilitated learning. In this mixed methods study, we explore upper-pr…
Teachers’ Perceptions of Their Role and Classroom Management Practices in a Technology Rich Primary School Classroom
This case study investigates primary school teachers’ perceptions of their role and practices regarding classroom management in technology-rich classrooms. The data was collected through individual and focus group interviews, observation and a survey at a school where implementation of digital technologies has been a high priority over several years. The study identifies complexity and contemporary elements in teachers’ perceived role and practic…
Experiences of WNGER II Ph.D. Fellows During the Covid-19 Pandemic – A Case Study
Since January 2020 there have been over 97 million reported cases and 2 million deaths worldwide from COVID-19 and it is not over yet. In many ways, the COVID-19 pandemic is a slow-motion disaster and an ‘external intervention’ that suddenly began in early 2020 and has maintained its grip on the world. The pandemic has influenced the education sector strongly as well, and Ph.D. candidates enrolled in Ph.D. programs during COVID-19 (‘the Ph.D. cor…
Weight-Based Victimization and Physical Activity Among Adolescents With Overweight or Obesity
BACKGROUND: Increased physical activity engagement plays a vital role in preventing and treating overweight or obesity in children and adolescents. Research has found that adolescents who are overweight or obese tend to participate in less physical activity than adolescents of average weight. Weight-based victimization (victimization related to weight or body size) is highly prevalent in adolescence and seems to be a factor that might negatively …
Inclusion in the heat of the moment
Individual and social explanatory models provide different frameworks for teachers’ practice. This study addresses how teachers’ understanding of inclusion and challenging behaviors affects their work with an inclusive practice in school. The chosen research design can be characterized as a qualitatively driven mixed-method case design, and the data collection was based on an explorative sequential design. All teachers from two schools that both …
Development of inclusive practice – the art of balancing emotional support and constructive feedback
Inclusive education in the context of challenging behavior is one of the most demanding challenges for teachers. Good support systems help teachers become more positive about inclusion and gain greater confidence in realizing that they can succeed. Such support can be provided in the form of emotional support, internal or external guidance, courses, discussions or further education. As an alternative to a traditional individual-oriented approach …
PhD-supervisors experiences during and after the Covid-19 pandemic
Introduction The COVID-19 pandemic has significantly impacted the education sector, and this case study examined nearly three hundred PhD supervisors in Norway. The study was driven by the urgent need to better understand the professional, social, and existential conditions faced by doctoral supervisors during extended societal shutdowns. This explorative case study builds on a former study among PhD candidates and investigates the experiences of…
Developing professional digital competence in Norwegian teacher education
The widespread use of educational technology in schools compels teachers to seamlessly integrate technology while developing students’ digital competence. As educational technology continually evolves, digital competence becomes a dynamic target. Thus, teacher education must effectively prepare student teachers to teach effectively with technology. Researchers are increasingly examining the concept of teachers’ digital competence and how teacher …
GPT-4’s capabilities in handling essay-based exams in Norwegian
The growing integration of artificial intelligence (AI) in education has paved the way for innovative grading practices and assessment methods. This study uniquely explores GPT-4’s capabilities in handling essay-based exams in Norwegian across bachelor, master, and PhD levels, offering new insights into AI’s potential in educational assessment. Driven by the need to understand how AI can enhance assessment practices beyond traditional approaches,…
Psychology (12 obras) · Pedagogy (9 obras) · Mathematics education (7 obras) · Sociology (7 obras) · Computer Science (6 obras) · Medicine (6 obras) · Focus group (4 obras) · Medical education (4 obras) · Social Psychology (4 obras) · Clinical Psychology (3 obras)