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Elsa Eiríksdóttir - Professor

Elsa Eiríksdóttir

–

School of Education

Elsa Eiríksdóttir

Professor

Vocational education, upper secondary education, and educational psychology

Location
Saga / S-305
Phone
525 - 5926
Email
elsae [at] hi.is

Unit
Faculty of subject teacher education

Curriculum Vitae
Elsa Eiríksdóttir - Curriculum Vitae
Consultation hours
Office hours by appointment
ORCID site
https://orcid.org/0000-0001-8606-4256
Research portal – Elsa Eiríksdóttir

Published works

2026

Ólíkur reynsluheimur nemenda í bóknámi og starfsnámi íframhaldsskólum – samanburður á bakgrunni,líðan, álagi og viðhorfum til námsNetla

2025

Policy confluences, curricular changes and access to academic knowledgeNordic Journal of Studies in Educational Policy
Reynsla framhaldsskólakennara af námsskerðingu vegna COVID-19 faraldursins: Bómullaráhrif og sviðinn svörður í skólastarfi?Netla
Er hægt að efla starfsnám? Aðsókn í starfsnám á framhaldsskólastigi 2006-2024Tímarit um uppeldi og menntun

2024

Gagnrýni og gamanGagnrýni og gaman
Stigveldi framhaldsskólaNetla
Íslenska módelið í starfsmenntun - nokkrar hugleiðingar í kjölfar heimsókna í framhaldsskólaSkólaþræðir
The working conditions of Icelandic upper secondary school teachers during the first year of the COVID-19 pandemicReview of Education

2023

Cascading effect of upper secondary education policy reformEducation Inquiry
Starfsnám eða bóknám: Aðsókn nemenda og þróun framhaldsskólastigsinsSkólaþræðir - Tímarit Samtaka áhugafólks um skólaþróun

2022

Reduced time for academic studies in upper secondary education: Consequences, content change and impactNERA
Áskoranir starfsmenntunarNetla
Challenges of vocational education in Iceland
The Consequences of Reducing the Length of Academic Studies in Upper Secondary EducationECER - European Conference on Educational Research
Upper secondary teacher’s working conditions during COVID19.NERA
Choosing vocational education
Let them wonder: Incubation and task constraints in creative problem solvingNetla
Let them wonderNetla
Áskoranir starfsmenntunar: Aðgengi starfsmenntanema að háskólanámiNetla
Selection for Whom? Upper Secondary School Choice in the Light of Social Justice
Starfsumhverfi framhaldsskólakennara á fyrsta ári COVID-19 heimsfaraldursNetla
Starfsumhverfi framhaldsskólakennara á fyrsta ári COVID-19 heimsfaraldursNetla

2021

Þróum fjarnámið: Lokaskýrsla
Fjarkennsla í faraldriNetla
Sveinspróf í iðnmenntakerfinu: Tímaskekkja eða réttmætt mat á hæfni?Netla
Fjarkennsla í faraldri: Nám og kennsla í framhaldsskólum á tímum samkomubanns vegna COVID-19Netla

2020

Þátttaka nemenda í kennslustundum í framhaldsskólum á ÍslandiNetla
Program coherence and integration of school-and work-based learning in the Icelandic dual vocational education and training (Vet) systemEducation Sciences
Kennsluaðferðir í 130 kennslustundum í framhaldsskólumNetla
Þversagnir og kerfisvillur? Kortlagning á ólíkri stöðu bóknáms- og starfsnámsbrauta á framhaldsskólastigiNetla
Program Coherence and Integration of School- and Work-Based Learning in the Icelandic Dual Vocational Education and Training (VET) SystemEducation Sciences

2019

VET Teachers’ Interpretations of Individualisation and Teaching of Skills and Social Order in two Nordic CountriesEuropean Educational Research Journal
Hvað vitum við um nemendur okkar?: Könnun um aðstæður nemenda og viðhorf þeirra til náms á MenntavísindasviðiTímarit Kennslumiðstöðvar Háskóla Íslands
Þátttaka nemenda í kennslustundum í framhaldsskólum á ÍslandiNetla
Hvað vitum við um nemendur okkar?: Könnun um aðstæður nemenda og viðhorf þeirra til náms á MenntavísindasviðiTímarit Kennslumiðstöðvar Háskóla Íslands
Hvað vitum við um nemendur okkar? Könnun um aðstæður nemenda og viðhorf þeirra til náms á MenntavísindasviðiTímarit Kennslumiðstöðvar Háskóla Íslands
VET Teachers’ Interpretations of Individualisation and Teaching of Skills and Social Order in two Nordic CountriesEuropean Educational Research Journal
Þátttaka nemenda í kennslustundum í framhaldsskólum á ÍslandiNetla

2018

The academic–vocational divide in three Nordic countries: implications for social class and genderEducation Inquiry
Kennsluaðferðir í 130 kennslustundum í framhaldsskólum
Variations in Implementing the Dual VET System: Perspectives of Students, Teachers, and Trainers in the Certified Trades in Iceland
Þversagnir og kerfisvillur? Kortlagning á ólíkri stöðu bóknáms- og starfsnámsbrauta á framhaldsskólastigi
Þversagnir og kerfisvillur? Kortlagning á ólíkri stöðu bóknáms- og starfsnámsbrauta á framhaldsskólastigiNetla
The academic–vocational divide in three Nordic countries: implications for social class and genderEducation Inquiry
Variations in Implementing the Dual VET System

2017

Nám í skóla og á vinnustað: Viðhorf og reynsla sveina, kennara og meistara af tvískiptu kerfi löggiltra iðngreinaTímarit um uppeldi og menntun
Nám í skóla og á vinnustað: Viðhorf og reynsla sveina, kennara og meistara af tvískiptu kerfi löggiltra iðngreinaTímarit um uppeldi og menntun

2016

Sjónarmið stærðfræði- og verkgreinakennara í framhaldsskólum um hvaða öfl hafa áhrif á starfshætti: Námsmat og upplýsingatækniIcelandic Journal of Education

2015

Environmental pressure from the 2014-15 eruption of Baröarbunga volcano, IcelandGeochemical Perspectives Letters
The effects of timing of exposure to principles and procedural instruction specificity on learning an electrical troubleshooting skill.Journal of Experimental Psychology: Applied
The effects of timing of exposure to principles and procedural instruction specificity on learning an electrical troubleshooting skillJournal of Experimental Psychology: Applied

2014

Instruction use depends on the level of details
Instruction Use Depends on the Level of DetailsProceedings of the Human Factors and Ergonomics Society Annual Meeting

2013

Designing for spectators and coaches: Social support in pervasive health games for youth
Designing for spectators and coaches

2012

The work of play
This is not a one-horse race
Designing pervasive health games for sustainability, adaptability and sociability
This is not a one-horse race
Designing pervasive health games for sustainability, adaptability and sociability
The work of play

2011

The place for ubiquitous computing in schools
Procedural instructions, principles, and examplesHuman Factors
The place for ubiquitous computing in schools
Are Principles Good for You?
Procedural Instructions, Principles, and ExamplesHuman Factors

2010

Experiences with an AR evaluation test bed: Presence, performance, and physiological measurement
Experiences with an AR evaluation test bed
Experiences with an AR evaluation test bed: Presence, performance, and physiological measurement

2008

Problem Solving and Educational Technology Lab
How do people use instructions in procedural tasks?
How do people use instructions in procedural tasks?
How do People Use Instructions in Procedural Tasks?
How do People Use Instructions in Procedural Tasks?Proceedings of the Human Factors and Ergonomics Society Annual Meeting
How do people use instructions in procedural tasks?

2007

Using instructions in procedural tasksProceedings of the Annual Meeting of the Cognitive Science Society
Strategies for using instructions in assembly tasks

2006

User Preferences for Auditory Device-driven Menu Navigation
User preferences for auditory device-driven menu navigation
User Preferences for Auditory Device-driven Menu NavigationProceedings of the Human Factors and Ergonomics Society Annual Meeting
User preferences for auditory device-driven menu navigation
User preferences for auditory device-driven menu navigation

Keywords for Specialisation:

Vocational education and training

Skill acquisition

Engineering Psychology

Developing Expertise

Cognitive approaches to learning

Assessment of learning

Educational psychology