SOONER

Apr 10, 2021 · 5 min read
projects projects

Funded via a grant of the Dutch Ministry of Education and the national coordination unit for educational sciences, September 2015 – August 2020), Budget: 1,35 Mio EUR (1.03 Mio acquired for own institution, Role: coordinator), http://www.sooner.nu

The SOONER project focused on fundamental and accompagnying research about open online education (OOE) in the Netherlands. Open online education is viewed as a strategic activity of an educational institution with systemic implications for the organization. Based on proven approaches for program evaluations from the health sciences, the project will enable systematic and long-term research on open online education from a macro-, meso- and micro-perspective. In addition, this project combines fundamental and accompanying research. SOONER will be organized via three PhD-projects on 1) self-regulated learning skill acquisition in the context of OOE, 2) motivation and intentions as key to drop-out in OOE and last but not least 3) scalable support solutions for OOE including learning analytics. These projects will be framed by a Post-Doc project that focuses on the structural and organizational embedding of OOE.

All projects will start from standardized measurement instruments or will adapt those for the specific context of OOE. All projects will access several sources for their data collection: MOOCs offered by the partner institutions, open courses offered by the OpenupEd partners, courses offered by the SURF projects and institutions participating in the SURF projects. The SOONER project is connected to the MOOCKnowledge project, a European cross-provider standardized survey about MOOCs and the SCORE2020 project, a European project focusing on support needs of educational institutions for OOE. Data from these European projects will be compared to Dutch OOE initiatives and benchmarking options will be explored. All results of the project will be shared via open licenses.

Related Publications

Kasch, J., van Rosmalen, P., & Kalz, M. (2023). A Thematic Analysis of Factors Influencing Student’s Peer-Feedback Orientation. In The Power of Peer Learning: Fostering Students’ Learning Processes and Outcomes (pp. 265–287). Springer. https://doi.org/10.1007/978-3-031-29411-2_12
Schophuizen, M., Kelly, A., Utama, C., Specht, M., & Kalz, M. (2023). Enabling educational innovation through complexity leadership? Perspectives from four Dutch universities. Tertiary Education and Management, 29, 471–490. https://doi.org/10.1007/s11233-022-09105-8
Henderikx, M., Kreijns, K., Xu, K. M., & Kalz, M. (2021). Making barriers to learning in MOOCs visible. A factor analytical approach. Open Praxis, 13(2), 143–159. https://doi.org/10.5944/openpraxis.13.2.124
Kasch, J., van Rosmalen, P., Löhr, A., Klemke, R., Antonaci, A., & Kalz, M. (2021). Students’ perceptions of the peer-feedback experience in MOOCs. Distance Education, 42(1), 145–163. https://doi.org/10.1080/01587919.2020.1869522
Kasch, J., Rosmalen, P. V., Henderikx, M., & Kalz, M. (2021). The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions. Assessment & Evaluation in Higher Education, 0(0), 1–14. https://doi.org/10.1080/02602938.2021.1893650
Kasch, J., Van Rosmalen, P., & Kalz, M. (2021). Educational scalability in MOOCs: Analysing instructional designs to find best practices. Computers & Education, 161, 104054. https://doi.org/https://doi.org/10.1016/j.compedu.2020.104054
Schophuizen, M., Kreijns, K., Stoyanov, S., Rosas, S., & Kalz, M. (2021). Does project focus influence challenges and opportunities of open online education? A sub-group analysis of group-concept mapping data. Journal of Computing in Higher Education, 33, 255–280. https://doi.org/10.1007/s12528-020-09264-w
Schophuizen, M., & Kalz, M. (2020). Educational innovation projects in Dutch higher education: bottom-up contextual coping to deal with organizational challenges. International Journal of Educational Technology in Higher Education, 17, Article 36. https://doi.org/10.1186/s41239-020-00197-z
Henderikx, M., Lohr, A., & Kalz, M. (2019). Enjoyed or Bored? A Study into Achievement Emotions and the Association with Barriers to Learning in MOOCs. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), Transforming Learning with Meaningful Technologies (pp. 15–27). Springer International Publishing. https://doi.org/10.1007/978-3-030-29736-7_2
Henderikx, M., & Kalz, M. (2019). Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour. In M. Calise, C. Delgado Kloos, J. Reich, J. A. Ruiperez-Valiente, & M. Wirsing (Eds.), Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge (pp. 59–69). Springer International Publishing. https://doi.org/10.1007/978-3-030-19875-6_8
Henderikx, M., Kreijns, K., Castano Munoz, J., & Kalz, M. (2019). Factors influencing the pursuit of personal learning goals in MOOCs. Distance Education, 40(2), 187–204. https://doi.org/10.1080/01587919.2019.1600364
Henderikx, M., Kreijns, K., & Kalz, M. (2018). Intention-Behavior Dynamics in MOOC Learning; What Happens to Good Intentions Along the Way? 2018 Learning With MOOCS (LWMOOCS), 110–112. https://doi.org/10.1109/LWMOOCS.2018.8534595
Schophuizen, M., Kreijns, K., Stoyanov, S., & Kalz, M. (2018). Eliciting the challenges and opportunities organizations face when delivering open online education: A group-concept mapping study. The Internet and Higher Education, 36, 1–12. https://doi.org/10.1016/j.iheduc.2017.08.002
Kasch, J., Van Rosmalen, P., & Kalz, M. (2017). A Framework towards Educational Scalability of Open Online Courses. https://doi.org/10.3217/jucs-023-09-0845
Henderikx, M. A., Kreijns, K., & Kalz, M. (2017). Refining success and dropout in massive open online courses based on the intention–behavior gap. Distance Education, 38(3), 353–368. https://doi.org/10.1080/01587919.2017.1369006
Henderikx, M., Kreijns, K., & Kalz, M. (2017). To change or not to change? That’s the question… on MOOC-success, barriers and their implications. European Conference on Massive Open Online Courses, 210–216. https://doi.org/10.1007/978-3-319-59044-8_25
Jansen, R. S., Van Leeuwen, A., Janssen, J., Kester, L., & Kalz, M. (2017). Validation of the self-regulated online learning questionnaire. Journal of Computing in Higher Education, 29(1), 6–27. https://doi.org/10.1007/s12528-016-9125-x
Open Education MOOCS Scalability Intentions SRL Innovation National Project
Marco Kalz
Authors
Marco Kalz
Professor of Educational Technology

I am a researcher in educational technology whose work explores how digital technologies reshape learning, teaching, and educational institutions. My research combines educational technology, learning sciences, feedback research, and critical perspectives on digital transformation.Current areas of interest include peer feedback and feedback literacy, open and networked learning, AI and misinformation in education, digital learning ecologies, and the societal implications of data-driven and platform-based education. Methodologically, my work spans empirical learning research, psychometric scale development, design-oriented research, and conceptual analyses of digital transformation in education.

I am working as a full professor of educational technology and Chief Information/Chief Digital Officer (CIO/CDO) at the Heidelberg University of Education. I serve as associate editor of the International Journal of Artificial Intelligence in Education and editorial board member of the Journal of Computing in Higher Education. I am a senior-fellow of the Interuniversity Center for Educational Sciences (ICO) and the Dutch research school on information and knowledge systems (SIKS). I work as director of the study program E-Learning and Media Education and director of the Heidelberg Centre for Digital Transformation in Education. Over the years I could secure approx. 4 Mio EUR of research funding for my institutions from competitive projects with a total budget of 36 Mio EUR. I have been an invited keynote speaker on more than 60 conferences and events. Besides European projects I am regularly involved in educational innovation and consulting projects with partners inside and outside of my institutions including clients like the International Labour Organisation, United Nations Environment Program, the European Commission, UNESCO, OECD or other international and national organizations.