Rachelle Esterhazy
Biographic Data
| ID | 7245294 |
|---|---|
| NAME | Rachelle Esterhazy |
| GIVEN NAMES | Rachelle |
| FAMILY NAME | Esterhazy |
| SIGNATURE | ESTERHAZY R |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0003-0494-1417 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Do modes of presence matter? regulation and participation in graduate students’ hybrid synchronous group-based collaboration
STRUCTURED Abstract Background Synchronous hybrid education offers flexibility and accessibility, but can also pose challenges for students in regulating group work and ensuring equal participation in collaborative activities. Understanding how students address the challenges of regulation and participation in hybrid collaboration settings is critical for designing and supporting students for hybrid education. Aims This exploratory study examines…
Unpacking the observational feedback generation process in high-fidelity simulations
Observational feedback refers to feedback in learning settings that requires observations of student actions. Existing feedback models provide limited insight into the way teachers generate such observational feedback. Addressing this gap, this exploratory study investigates how experienced nursing teachers generate observational feedback in high-fidelity simulations. Using the Critical Incident Technique (CIT), we asked teachers to identify rele…
From tension to quality
Student partnerships are often promoted in research and policies to improve quality in higher education. Existing research focuses on outcomes of such partnerships, while the specific factors that unfold when student partners (SPs) enact their dual roles as students and employees remain underexplored. We also lack understanding of how SPs’ work relates to wider quality work practices at universities. Addressing this gap, we combine social practic…
Enhancing feedback practices within PhD supervision
PhD candidates, like all students, learn through engaging with feedback. However, there is limited understanding of how feedback strategies support doctoral candidates. This qualitative framework synthesis of 86 papers analysed rich qualitative data about feedback within PhD supervision. Our synthesis, informed by sociomateriality and a dialogic, sense-making view of feedback, underscores the critical role that feedback plays in doctoral supervis…
Performing teacher feedback literacy in peer mentoring meetings
In this study, we examine how university teachers perform teacher feedback literacy (TFL) during problem-based peer mentoring meetings (PPM). Using video observations, we analyse the topics and moment-to-moment interactions as the teachers collectively reflect on challenges experienced during feedback encounters with their graduate students and plan more productive feedback encounters in the future. Our findings provide examples of how TFL can be…
Moving Beyond Peer Review of Teaching
Over the past decades, peer review of teaching has become commonplace at many universities around the world. Though research on the topic is expanding, much of the literature is composed of qualitative studies that offer relevant empirical findings but often have limited foundations in theory. Using a framework synthesis approach, we synthesize the empirical findings of 48 qualitative articles on peer review of teaching into a comprehensive conce…
The conundrum of low achievement and feedback for learning
The literature on improving student engagement with assessment and feedback has a tendency to treat all students as if they are the same. Students with lower levels of attainment are generally under-represented within empirical studies and their feedback behaviours are less well understood. The recent drive to improve student assessment and feedback literacy and the move from ‘feedback’ being information about a task to being a process of underst…
Unpacking the feedback process
In light of a growing emphasis on student-centred learning approaches, feedback is viewed as an activity that has potential to facilitate higher education students’ explorations of knowledge contents and practices. However, research shows that feedback does not always lead to the expected student engagement. This qualitative study proposes a feedback conceptualization informed by sociocultural notions, in which students co-construct meaning from …
What matters for productive feedback? Disciplinary practices and their relational dynamics
Most research on feedback has paid limited attention to the role of disciplines and their relational dynamics. This article addresses this limitation by offering a conceptualisation of feedback as a relational process that emerges through feedback encounters shaped by the educational and professional practices of the discipline. Using data from a qualitative case study of an undergraduate software engineering course unit, it explores the relation…
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What matters for productive feedback? Disciplinary practices and their relational dynamics
Most research on feedback has paid limited attention to the role of disciplines and their relational dynamics. This article addresses this limitation by offering a conceptualisation of feedback as a relational process that emerges through feedback encounters shaped by the educational and professional practices of the discipline. Using data from a qualitative case study of an undergraduate software engineering course unit, it explores the relation…
Unpacking the feedback process
In light of a growing emphasis on student-centred learning approaches, feedback is viewed as an activity that has potential to facilitate higher education students’ explorations of knowledge contents and practices. However, research shows that feedback does not always lead to the expected student engagement. This qualitative study proposes a feedback conceptualization informed by sociocultural notions, in which students co-construct meaning from …
The conundrum of low achievement and feedback for learning
The literature on improving student engagement with assessment and feedback has a tendency to treat all students as if they are the same. Students with lower levels of attainment are generally under-represented within empirical studies and their feedback behaviours are less well understood. The recent drive to improve student assessment and feedback literacy and the move from ‘feedback’ being information about a task to being a process of underst…
Moving Beyond Peer Review of Teaching
Over the past decades, peer review of teaching has become commonplace at many universities around the world. Though research on the topic is expanding, much of the literature is composed of qualitative studies that offer relevant empirical findings but often have limited foundations in theory. Using a framework synthesis approach, we synthesize the empirical findings of 48 qualitative articles on peer review of teaching into a comprehensive conce…
Performing teacher feedback literacy in peer mentoring meetings
In this study, we examine how university teachers perform teacher feedback literacy (TFL) during problem-based peer mentoring meetings (PPM). Using video observations, we analyse the topics and moment-to-moment interactions as the teachers collectively reflect on challenges experienced during feedback encounters with their graduate students and plan more productive feedback encounters in the future. Our findings provide examples of how TFL can be…
Enhancing feedback practices within PhD supervision
PhD candidates, like all students, learn through engaging with feedback. However, there is limited understanding of how feedback strategies support doctoral candidates. This qualitative framework synthesis of 86 papers analysed rich qualitative data about feedback within PhD supervision. Our synthesis, informed by sociomateriality and a dialogic, sense-making view of feedback, underscores the critical role that feedback plays in doctoral supervis…
Unpacking the observational feedback generation process in high-fidelity simulations
Observational feedback refers to feedback in learning settings that requires observations of student actions. Existing feedback models provide limited insight into the way teachers generate such observational feedback. Addressing this gap, this exploratory study investigates how experienced nursing teachers generate observational feedback in high-fidelity simulations. Using the Critical Incident Technique (CIT), we asked teachers to identify rele…
From tension to quality
Student partnerships are often promoted in research and policies to improve quality in higher education. Existing research focuses on outcomes of such partnerships, while the specific factors that unfold when student partners (SPs) enact their dual roles as students and employees remain underexplored. We also lack understanding of how SPs’ work relates to wider quality work practices at universities. Addressing this gap, we combine social practic…
Do modes of presence matter? regulation and participation in graduate students’ hybrid synchronous group-based collaboration
STRUCTURED Abstract Background Synchronous hybrid education offers flexibility and accessibility, but can also pose challenges for students in regulating group work and ensuring equal participation in collaborative activities. Understanding how students address the challenges of regulation and participation in hybrid collaboration settings is critical for designing and supporting students for hybrid education. Aims This exploratory study examines…
Psychology (8 works) · Pedagogy (7 works) · Mathematics education (6 works) · Computer Science (5 works) · Higher education (5 works) · Sociology (5 works) · Student Assessment and Feedback (5 works) · Political science (4 works) · Engineering (3 works) · Evaluation of Teaching Practices (3 works)