Thale Charlotte Tveita

• Bjerke, Victora Helen Rustad; Olsson, Maria Ingrid Teresa; Bjørnsen, Ragnhild Holmen; Myklebø, Sigrid & Tveita, Thale (2025). " I Have Never Done That Before, So I will Probably Succeed": Higher Education Students' Self-Efficacy After the COVID-19 Pandemic. Frontiers in Education. doi: 10.3389/feduc.2025.1535070. Fulltekst i vitenarkiv Vis sammendrag

  Open access. Introduction: The COVID-19 pandemic led to the cancellation of traditional exams for Norwegian upper secondary schools, resulting in the “COVID-19 cohort” graduating with little or no exam experience. This study explores how this impacted their self-efficacy upon entering higher education. Guided by Bandura's social cognitive theory, it identifies mastery experiences, modeling behaviors, verbal persuasion, and physiological states as key predictors. Methods: To explore this, we conducted a survey among first- to third-year students (n = 248) at a Norwegian university in autumn 2022. Results: Students emphasized "prior experiences" and "teacher feedback" as vital for self-efficacy, though many reported receiving limited feedback. Interestingly, despite lacking exam experience-a central predictor of self-efficacy-students largely felt unaffected by this. Discussion: The pandemic's impact may not necessitate significant curriculum adjustments in higher education. However, some students believed easier coursework would enhance self-efficacy, a view inconsistent with self-efficacy theory, which underscores the value of challenging, resilience-building experiences.

• Bjørnsen, Ragnhild Holmen; Myklebø, Sigrid; Olsson, Maria Ingrid Teresa & Tveita, Thale (2023). “There’s no place like campus”: Students’ need for social connectedness in a post-pandemic learning environment. Seminar.net - Media, technology and lifelong learning. 19(2). doi: 10.7577/seminar.5506. Fulltekst i vitenarkiv Vis sammendrag

  This study investigates the relationships between students’ psychosocial needs and their preferences for online vs. offline learning in a post-pandemic environment. A mixed-methods study was conducted at a higher education institution in Norway with 240 Bachelor students.Students in a post-covid learning environment value pedagogical forms of student-centered learning, through exploration and group reflection work. Second, students report a preference for limited amounts of online learning. Third, studentsexpress a significant need for social support, in the form of non-digital interaction with peers and teachers, and campus-based activities. Finally, while students prefer receiving feedback from peers in physical form, they are also positive toward receiving feedback in a digital form.These findings indicate that higher education institutions should carefully evaluate the amount of digital teaching offered to students, as such choices influence how and to what degree students are able to socially interact with peers and teachers, and their sense of belonging. More research is needed to understand the challenges associated with psychosocial health and well-being among students, and how this relates to online/offline forms of learning.

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• Kristiansen, Elsa; Holmeset, Vigdis; Johnsen, Kristin Ørmen; Sonne, Lasse & Tveita, Thale Charlotte (2026). The Road to Elite Performance: Supportive Steps Toward National Team Success. Fulltekst i vitenarkiv
• Hagen, Randi Elisabeth & Tveita, Thale Charlotte (2025). AI Training in Higher Education: Students' Experiences and Expectations Across Disciplines. Fulltekst i vitenarkiv Vis sammendrag

  As generative AI tools such as ChatGPT become increasingly embedded in higher education, students across disciplines are using them extensively—often without sufficient guidance. This study investigates how students from two contrasting faculties—economics and administration, and health and social sciences—experience current AI training and what they expect from future education in this area. Using a mixed-methods approach, the study analyses survey data from spring 2025, combining quantitative results with thematic analysis of open-ended responses. The study aims to offer practical insights to inform the development of effective, discipline-specific AI training in higher education.

• Tveita, Thale Charlotte & Hagen, Randi Elisabeth (2025). Students' Attitudes Towards Artificial Intelligence Across Disciplines in Higher Education. Fulltekst i vitenarkiv Vis sammendrag

  As artificial intelligence (AI) becomes increasingly integrated into higher education, it is crucial to understand how this affects students' learning. This study examines variations in students' cognitive, affective, and behavioral attitudes towards AI across different academic disciplines, with a comparative focus between students (n=104) in economics and administration and in health and social sciences. The increase in the use of AI tools raises important questions related to academic integrity, plagiarism, and the potential weakening of critical thinking. This study seeks to map these differences and explore how students perceive AI's impact on their learning process, with the aim of developing suitable teaching approaches for different student groups.

• Tveita, Thale Charlotte & Hagen, Randi Elisabeth (2025). Students' Perspectives on Lecturers' use of Artificial Intelligence in Higher Education: Perceptions and Impacts. Fulltekst i vitenarkiv Vis sammendrag

  The use of artificial intelligence (AI) in higher education is rapidly increasing, both among students and lecturers. However, knowledge about how students perceive lecturers' use of AI remains limited. In Norway, there are significant differences in the use of such tools across various disciplines. Students in economics and business administration are among those who report the highest use of AI, while students in health and social studies report the lowest use. It is therefore interesting to examine how students perceive lecturers' AI use within the academic communities of economics and administration, as well as health and social studies. The aim is to explore students' views on lecturers' practices, and students' acceptance and engagement with such tools in their own learning. This study addresses two research questions: (1) How do students experience openness and perceived value related to the use of AI in teaching? (2) How do lecturers’ practices with AI relate to students’ attitudes toward and use of the technology?

• Tveita, Thale Charlotte & Hagen, Randi Elisabeth (2025). Students' Perspectives on Lecturers' use of Artificial Intelligence in Higher Education: Perceptions and Impacts. European Conference on e-Learning. ISSN 2048-8637. 24(1), s. 470–470. doi: 10.34190/ecel.24.1.3948. Fulltekst i vitenarkiv Vis sammendrag

  The use of artificial intelligence (AI) in higher education is rapidly increasing, both among students and lecturers. However, knowledge about how students perceive lecturers' use of AI remains limited. In Norway, there are significant differences in the use of such tools across various disciplines. Students in economics and business administration are among those who report the highest use of AI, while students in health and social studies report the lowest use. It is therefore interesting to examine how students perceive lecturers' AI use within the academic communities of economics and administration, as well as health and social studies. The aim is to explore students' views on lecturers' practices, and students' acceptance and engagement with such tools in their own learning. This study addresses two research questions: (1) How do students experience openness and perceived value related to the use of AI in teaching? (2) How do lecturers’ practices with AI relate to students’ attitudes toward and use of the technology?

• Tveita, Thale Charlotte & Hagen, Randi Elisabeth (2025). Students' Attitudes Towards Artificial Intelligence Across Disciplines in Higher Education. European Conference on e-Learning. ISSN 2048-8637. 24(1), s. 474–474. doi: 10.34190/ecel.24.1.3817. Fulltekst i vitenarkiv Vis sammendrag

  As artificial intelligence (AI) becomes increasingly integrated into higher education, it is crucial to understand how this affects students' learning. This study examines variations in students' cognitive, affective, and behavioral attitudes towards AI across different academic disciplines, with a comparative focus between students (n=104) in economics and administration and in health and social sciences. The increase in the use of AI tools raises important questions related to academic integrity, plagiarism, and the potential weakening of critical thinking. This study seeks to map these differences and explore how students perceive AI's impact on their learning process, with the aim of developing suitable teaching approaches for different student groups.

• Hagen, Randi Elisabeth & Tveita, Thale Charlotte (2025). AI Training in Higher Education: Students' Experiences and Expectations Across Disciplines. European Conference on e-Learning. ISSN 2048-8637. 24(1), s. 457–457. doi: 10.34190/ecel.24.1.4007. Fulltekst i vitenarkiv Vis sammendrag

  As generative AI tools such as ChatGPT become increasingly embedded in higher education, students across disciplines are using them extensively—often without sufficient guidance. This study investigates how students from two contrasting faculties—economics and administration, and health and social sciences—experience current AI training and what they expect from future education in this area. Using a mixed-methods approach, the study analyses survey data from spring 2025, combining quantitative results with thematic analysis of open-ended responses. The study aims to offer practical insights to inform the development of effective, discipline-specific AI training in higher education.

• Tveita, Thale (2024). Motivational Factors for Volunteering at Cultural Events in Norway: A Comparative Study on Music, Literature, and Theater/Spel Festivals. Fulltekst i vitenarkiv
• Tveita, Thale (2024). Volunteering at Norwegian Cultural Events: motives and effects. Fulltekst i vitenarkiv
• Bjerke, Victora Helen Rustad; Myklebø, Sigrid; Olsson, Maria Ingrid Teresa; Tveita, Thale & Bjørnsen, Ragnhild Holmen (2023). Post pandemi-studentene tror faktisk at de duger. Og de er opptatt av mer enn bare karakterer. Fulltekst i vitenarkiv
• Tveita, Thale; Bakke, Ingrid Bårdsdatter; Elvsås, Marit; Henriksen, Bendik Stubstad & Puijk, Roeland (2023). JazzIncubator: 20 år med praksis på tvers av faggrenser. Fulltekst i vitenarkiv
• Bjørnsen, Ragnhild Holmen; Broch, Tuva Beyer; Thoresen, Wenche; Solberg, Ida-Sofie Stryken; Søderstrøm, Kerstin & Blom, Tine [Vis alle 11 forfattere av denne artikkelen] (2023). Lågen-bedraget. Fulltekst i vitenarkiv
• Broch, Tuva Beyer; Bjørnsen, Ragnhild Holmen; Thoresen, Wenche; Bjerke, Victoria Rustad; Myklebø, Sigrid & Søderstrøm, Kerstin [Vis alle 9 forfattere av denne artikkelen] (2023). Lågendeltaet naturreservat og kommende generasjoner. Fulltekst i vitenarkiv
• Åstrøm, Jonas Karlsen; Tveita, Thale & Larsen, Jon Martin (2021). Pridesymbolet må aldri bare være et fargerikt skilt. Fulltekst i vitenarkiv
• Tveita, Thale & Kaasbøll, Sigrid (2012). Can information about eco-labeling influence consumers' choice? Fulltekst i vitenarkiv

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