Ravelijn

dr. N. Dmoshinskaia (Natasha)

Assistant Professor
BMS-LDT-ELAN
Ravelijn 5440
n.dmoshinskaia@utwente.nl
+31534898992
Business card

In a very broad way, my research interests lie in the field of teaching and learning. I graduated as a teacher of English and physics and taught in various institutions for more than 10 years. In 2016, I graduated from a master programme Educational Science and Technology at the University of Twente, with my master project studying dropout in Massive Open Online Courses (MOOCs), in particular the possibility to use sentiment analysis of learners’ comments to predict dropout.

In 2016, I joined the Instructional Technology section of the of the BMS faculty where I worked in several international projects (SiWAY, Next-Lab, Surrounded by Science) concerning STEM education, and formal and informal STEM learning, as well as conducted my PhD. My research (via four experimental studies) investigated how feedback providers can learn when giving feedback to peers and I received a Doctor's degree from the University of Twente in 2021.

In 2023, I joined the Teacher Professional Development section of the BMS faculty to carry on research in the area of STEM learning and teaching. Currently I am involved in several national projects on teacher professional training and development, and the ways to support these process.  

Expertise

  • Psychology

    • Peers
    • Assessment
    • Quality

  • Social Sciences

    • Feedback
    • Conceptualization
    • Maps
    • Learning
    • Inquiry

Organisations

RESEARCH INTERESTS

  • Teacher education and professionalisation
  • STEM teaching and learning (formal and informal)
  • Peer feedback
  • Inquiry learning
  • Computer-Based Learning Environments

Publications

2025

Future proofing teachers: What are the trends for the future of education? (2025)In EARLI 2025: The 21st Biennial EARLI Conference for Research on Learning and Instruction. EARLI (Accepted/In press). Dmoshinskaia, N., Dasgupta, C., Xhauflair, M. & van der Linden, S.Future Trends in Digital Learning for Enabling Holistic Student Development: Review of Educational Policy (2025)In Proceedings of the 19th International Conference of the Learning Sciences - ICLS 2025 (pp. 1879-1883). International Society of the Learning Sciences (ISLS). Dasgupta, C., van der Linden, S., Dmoshinskaia, N. & Xhauflair, M.https://2025.isls.org/proceedings/#proceeding|2

2024

Why We Need Better Reports of Teacher Professional Development Interventions to Find out What Works Where (2024)[Contribution to conference › Paper] SREE Conference 2025 (Accepted/In press). Visscher, A., Pelligrini, M., Dmoshinskaia, N. & van Luppen, V.https://eric-ed-gov.ezproxy2.utwente.nl/?q=source%3A%22Society+for+Research+on+Educational+Effectiveness%22&ff1=subResearch+Design&id=ED663653

2023

Giving Feedback to Peers in an Online Inquiry-Learning Environment (2023)In The Power of Peer Learning: Fostering Students’ Learning Processes and Outcomes (pp. 289-304). Springer. Dmoshinskaia, N. & Gijlers, H. A.https://doi.org/10.1007/978-3-031-29411-2_13Effects of teacher professional development on student academic achievement: A meta-analysis of 143 studies (2023)[Contribution to conference › Paper] 20th Biennial EARLI Conference 2023. Visscher, A., Dmoshinskaia, N. & Pelligrini, M.Informal science learning: an overview of activity types and their design characteristics (2023)[Contribution to conference › Paper] 20th Biennial EARLI Conference 2023 (Accepted/In press). Dmoshinskaia, N., Eysink, T. H. S. & Gijlers, H. A.The Effects of Free-Selection Peer Feedback Activities on Self-Efficacy of University Students (2023)[Contribution to conference › Paper] 20th Biennial EARLI Conference 2023 (Accepted/In press). Dmoshinskaia, N., Gijlers, H. A., Papadopoulos, P. M. & van Dijk, A. M.

2022

Giving feedback on peers’ concept maps as a learning experience: does quality of reviewed concept maps matter? (2022)Learning environments research, 25, 823-840. Dmoshinskaia, N., Gijlers, H. & de Jong, T.https://doi.org/10.1007/s10984-021-09389-4Does Learning from Giving Feedback Depend on the Product Being Reviewed: Concept Maps or Answers to Test Questions? (2022)Journal of science education and technology, 31, 166–176. Dmoshinskaia, N., Gijlers, H. & de Jong, T.https://doi.org/10.1007/s10956-021-09939-8

2021

Giving Feedback on Peers’ Concept Maps in an Inquiry Learning Context: The Effect of Providing Assessment Criteria (2021)Journal of science education and technology, 30, 420-430. Dmoshinskaia, N., Gijlers, H. & de Jong, T.https://doi.org/10.1007/s10956-020-09884-y

Research profiles

Current projects

Future-proofing educators (International Baccalaureate)

Samenwerken aan onderwijskwaliteit door geïntegreerd praktijkonderzoek (Collaboration for educational quality through integrated practice-research; NRO)

Finished projects

2023-2024 - In kaart brengen en erkennen en waarderen van eerder verworven competenties (Identifying, recognizing, and valuing previously acquired competencies; Bestuurlijke Werkgroep Leraren UNL)

2021-2023 – Surrounded by Science (EU Horizon 2020: Research and Innovation programme)

2017-2019 - Next-Lab (EU Horizon 2020: Research and Innovation programme)

2016 – SiWay: STEM it your Way!

Address

University of Twente

Ravelijn (building no. 10), room 5440
Hallenweg 17
7522 NH Enschede
Netherlands

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