Personal profile
Short presentation
I have a background in sociology, and am particularly interested in how technologies shape what education is becoming. I have done work using both qualitative and quantitative methods, but the main bulk of my PhD is based on ethnography. I am very interested in doubt, engagement, and how we construct rationality and knowledge.
PhD about problems, positions and artefacts in group work
In my PhD I investigate how groups work when they face uncertainty in artefact-mediated science education. With outset in 2-3 persons groups i 8th grade, I investigate what types of doubt that emerges around technologies, and how the technologies' background industrial logics becomes prevalent in the educational situation.
Collaborations and top research areas from the last five years
Research output
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Critical Reviews with Quantitative Ethnography: Theory Use in Literature on Quantified Group Work in Educational Settings
Nøhr, L., Holm-Janas, V., Traxler, A. L., Bruun, J., Spikol, D. & Misfeldt, M., 2025, Advances in Quantitative Ethnography: 6th International Conference, ICQE 2024. Springer, Vol. 1. p. 74–88 (Communications in Computer and Information Science, Vol. 2278).Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
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Group Instrumental Genesis
Nøhr, L., Bach, C. C., Tamborg, A. L. & Misfeldt, M., 2025, Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14). ERME and Free University of Bozen-Bolzano, p. 2562-2663Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
Open AccessFile2 Downloads (Pure) -
How does collaborative task design shape collaborative knowledge construction and group-level regulation of learning? A study of secondary school students’ interactions in two varied tasks
Zabolotna, K., Nøhr, L., Iwata, M., Spikol, D., Malmberg, J. & Järvenoja, H., 2025, In: International Journal of Computer-Supported Collaborative Learning. 20, p. 171–199 29 p.Research output: Contribution to journal › Journal article › Research › peer-review
Open AccessFile11 Citations (Scopus)13 Downloads (Pure) -
Online education as crises response during the Covid-19 lockdowns: Forced digitalization, mediation of tacit practices, and lasting consequences
Cordsen, S. B., Nøhr, L., Stenalt, M. H. & Misfeldt, M., 2025, Københavns Universitet. 264 p.Research output: Book/Report › Report › Communication
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The limits of learning analytics: Introducing perspectives on learning from psychometrics, sociology, and learning theory
Hagood, D. & Nøhr, L., 2025, Companion Proceedings of the 15th International Learning Analytics & Knowledge Conference . ACM, p. 479-482 4 p.Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
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Addressing Shared Reflective Persistence Through Three Different Lenses
Misfeldt, M., Nøhr, L., Laug, I., Holm-Janas, V., Li, Z., Traxler, A. L., Bruun, J., Spikol, D. & Krisitensen, R. M., 2024, p. 199-202. 4 p.Research output: Contribution to conference › Paper › Research › peer-review
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Desirable and realistic futures of the university: A mixed-methods study with teachers in Denmark
Pischetola, M., Stenalt, M. H., Nøhr, L., Hagood, D. & Misfeldt, M., 2024, In: International Journal of Educational Technology in Higher Education. 21, 29, 24 p.Research output: Contribution to journal › Journal article › Research › peer-review
Open AccessFile58 Downloads (Pure) -
Implementability of computational thinking in Danish compulsory school mathematics – a survey conducted in a pre-implementation context
Tamborg, A. L. & Nøhr, L., 2024, p. 4332-4339. 8 p.Research output: Contribution to conference › Paper › Research › peer-review
Open Access