Arbeids- og kompetanseområde
Formell utdanning (høgare grad):
Doktorgrad i pedagogikk (UiO): Arnesen, Thomas (2022), A mixed-methods exploration of off-task use of educational technology in class: An affordance-based analysis of two quantitative studies and one qualitative study, Series of dissertations submitted to the Faculty of Educational Sciences, University of Oslo, No. 345, ISSN 1501-8962, 2022. http://urn.nb.no/URN:NBN:no-93589
Master i engelskdidaktikk (UiO): "The role of ICT in the teaching of English as a Foreign Language in Norwegian lower secondary schools: a study of ICT use and patterns of associated factors"
Hovudfag Historie (UiB): "Norsk flyktningpolitikk i internasjonale fora i tidsrommet 1930 til 1940-humanitære ideal versus statleg suverenitet"
Spesialfag juss 4.avd (UiB/CMI): Flyktning- og menneskerettar
Forskingsprosjekt (NFR):
- Education, Curricula and Technology
- Learning in the 21st Century (PI, prosjektleiar)
Forskingsinteresser:
- Ansvarleg KI-bruk i utdanning i ein nordisk kontekst
- Læringsteknologi i nordisk utdanningspraksis (Norge, Sverige, Finland)
- Digital læringsarkitektur/Innovative Learning Environments (ILE)
- Kritisk realisme og affordanseteori
- Oppmerksomhetsøkonomi/off-task use of connected technologies
- Teori- og modellutvikling Human Computer Interaction (HCI)
- Mixed Methods Research (MMR)
- Kausalitet i utdanningsforsking
Publikasjonar (utvalde):
Elstad, Arnesen & Christophersen (2024), Microfoundations of Cultural Differences in the Classroom? A comparison of Student Perceptions among Finnish-Speaking Finns, Swedish-Speaking Finns and Swedes, Kultura Edukacja 2024, vol. 144.
Arnesen, Thomas (2022), A mixed-methods exploration of off-task use of educational technology in class: An affordance-based analysis of two quantitative studies and one qualitative study, Series of dissertations submitted to the Faculty of Educational Sciences, University of Oslo, No. 345, ISSN 1501-8962, 2022. http://urn.nb.no/URN:NBN:no-93589
Arnesen, Arnesen & Elstad, Exploring students’ explanations for off-task practices in an innovative learning environment (ILE) using a typology of agency as theoretical framework, Pedagogy, Culture & Society, 2020.
Open access at https://www.tandfonline.com/doi/full/10.1080/14681366.2020.1777461
Arnesen, Elstad & Christophersen, Learner antecedents of youth’s beliefs about agency and online learning, Digital Culture & Education (DCE), 9(2), 2017.
Open access at https://static1.squarespace.com/static/5cf15af7a259990001706378/t/5cf41a4cebbb540001eb04e3/1559501392535/arnesen+%28Nov+2017%29.pdf
Undervisingspraksis
HVL:
- Praktisk-Pedagogisk Utdanning (8 år)
- Master IKT og Læring (2 år)
- Årseining Engelsk (8 år)
- Årseining Samfunnsfag (2 år)
- Ungdomsskule 2 år (engelsk, tysk, kroppsøving, samfunnsfag, musikk)
- Vidaregåande skule 3 år (engelsk, historie)
Forskargrupper
Publikasjonar
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Microfoundations of Cultural Differences in the Classroom? A Comparison of Student Perceptions among Finnish-Speaking Finns, Swedish-Speaking Finns and Swedes
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A mixed-methods exploration of off-task use of educational technology in class: An affordance-based analysis of two quantitative studies and one qualitative study
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Exploring students’ explanations for off-task practices in an innovative learning environment (ILE) using a typology of agency as theoretical framework
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Comparing antecedents for Norwegian, Swedish, and Finnish youth’s agentic beliefs in informal learning
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12.00 – 13.00: Panel discussion: Mixing methods or mixing it all up? Panel: Professor Kirsti Klette (ILS), Professor Leif Lahn (IPED), and Associate professor Trude Nilsen (ILS) from the University of Oslo, and PhD candidate Thomas Arnesen from the Western Norway University of Applied Sciences. Moderator: Associate professor Lisbeth M Brevik (ILS).
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NRK TV, Undring og Mangfald, sesong 5, 4.episode (https://tv.nrk.no/serie/undring-og-mangfald/KMTE30000416/sesong-4/episode-4)
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Digital procrastination in secondary schools: triggers and enabling conditions
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Antecedents of youth’s beliefs about agency and online learning
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Comparing Instructional Factors Related to Students’ Academic Self-Discipline in Norway and Finland
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How Finnish and Swedish learners’ academic self-control relates to time spent online in class, perceptions of educator qualities, and school appreciation: A cross-sectional comparison
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Explaining Digital Agency Among 15/16-Year-Olds in Norway, Sweden, and Finland
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Educational Technology and Polycontextual Bridging: An Introduction
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What explains pupils' perseived motivational conflict between academic work and off-task behaviour in technology-rich classrooms?
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Antecedents of students’ self-regulatory strength in technology-rich school environments
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Internet Access in Secondary Schools and Perseverance in Academic Work: Norway/Sweden Versus Finland
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Significance of students' net access in class for their academic self-control
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What Significance Does Pupils’ Access to the Internet in School Have for Their Perseverance in Academic Work?
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Digitale elevidentitetar? Funn frå forskingsprosjektet "Learning in the 21st century"
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Skolefagsundersøkelsen 2009: Utdanning, skolefag og teknologi
