http://kalz.cc/tags/scalability/ScalabilityHugoBlox Kit (https://hugoblox.com)en-usSun, 11 Jun 2023 16:33:18 +0200http://kalz.cc/media/icon_hu_1c0e9cb08cfb822a.pnghttp://kalz.cc/tags/scalability/http://kalz.cc/publication/a-thematic-analysis-of-factors-influencing-students-peer-feedback-orientation/Sun, 11 Jun 2023 16:33:18 +0200http://kalz.cc/publication/a-thematic-analysis-of-factors-influencing-students-peer-feedback-orientation/<p>Kasch, J., van Rosmalen, P., Kalz, M. (2023). A Thematic Analysis of Factors Influencing Student’s Peer-Feedback Orientation. In: Noroozi, O., De Wever, B. (eds) <em>The Power of Peer Learning. Social Interaction in Learning and Development.</em> Springer, Cham. </p>http://kalz.cc/project/sooner/Sat, 10 Apr 2021 21:50:37 +0200http://kalz.cc/project/sooner/<p><strong>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), </strong></p> <p>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.</p> <p>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.</p> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Kasch, J., van Rosmalen, P., &amp; Kalz, M. (2023). A Thematic Analysis of Factors Influencing Student’s Peer-Feedback Orientation. In <em>The Power of Peer Learning: Fostering Students’ Learning Processes and Outcomes</em> (pp. 265–287). Springer. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/a-thematic-analysis-of-factors-influencing-students-peer-feedback-orientation/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Schophuizen, M., Kelly, A., Utama, C., Specht, M., &amp; Kalz, M. (2023). Enabling educational innovation through complexity leadership? Perspectives from four Dutch universities. <em>Tertiary Education and Management</em>, <em>29</em>, 471–490. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/enabling-educational-innovation-through-complexity-leadership-perspectives-from-four-dutch-universities/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., Kreijns, K., Xu, K. M., &amp; Kalz, M. (2021). Making barriers to learning in MOOCs visible. A factor analytical approach. <em>Open Praxis</em>, <em>13</em>(2), 143–159. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/making-barriers-to-learning-in-moocs-visible.-a-factor-analytical-approach/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Kasch, J., van Rosmalen, P., Löhr, A., Klemke, R., Antonaci, A., &amp; Kalz, M. (2021). Students’ perceptions of the peer-feedback experience in MOOCs. <em>Distance Education</em>, <em>42</em>(1), 145–163. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/students-perceptions-of-the-peer-feedback-experience-in-moocs/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Kasch, J., Rosmalen, P. V., Henderikx, M., &amp; Kalz, M. (2021). The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions. <em>Assessment &amp; Evaluation in Higher Education</em>, <em>0</em>(0), 1–14. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/the-factor-structure-of-the-peer-feedback-orientation-scale-pfos-toward-a-measure-for-assessing-students-peer-feedback-dispositions/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Julia, K., Peter, V. R., &amp; Marco, K. (2021). Educational scalability in MOOCs: Analysing instructional designs to find best practices. <em>Computers &amp; Education</em>, <em>161</em>, 104054. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/educational-scalability-in-moocs-analysing-instructional-designs-to-find-best-practices/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Schophuizen, M., Kreijns, K., Stoyanov, S., Rosas, S., &amp; Kalz, M. (2021). Does project focus influence challenges and opportunities of open online education? A sub-group analysis of group-concept mapping data. <em>Journal of Computing in Higher Education</em>, <em>33</em>, 255–280. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/does-project-focus-influence-challenges-and-opportunities-of-open-online-education-a-subgroup-analysis-of-groupconcept-mapping-data/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Schophuizen, M., &amp; Kalz, M. (2020). Educational innovation projects in Dutch higher education: bottom-up contextual coping to deal with organizational challenges. <em>International Journal of Educational Technology in Higher Education</em>, <em>17</em>, Article 36. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/educational-innovation-projects-in-dutch-higher-education-bottom-up-contextual-coping-to-deal-with-organizational-challenges/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., Lohr, A., &amp; 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, &amp; J. Schneider (Eds.), <em>Transforming Learning with Meaningful Technologies</em> (pp. 15–27). Springer International Publishing. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/enjoyed-or-bored-a-study-into-achievement-emotions-and-the-association-with-barriers-to-learning-in-moocs/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., &amp; 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, &amp; M. Wirsing (Eds.), <em>Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge</em> (pp. 59–69). Springer International Publishing. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/goal-setting-and-striving-in-moocs-a-peek-inside-the-black-box-of-learner-behaviour/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., Kreijns, K., Castano Munoz, J., &amp; Kalz, M. (2019). Factors influencing the pursuit of personal learning goals in MOOCs. <em>Distance Education</em>, <em>40</em>(2), 187–204. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/factors-influencing-the-pursuit-of-personal-learning-goals-in-moocs/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., Kreijns, K., &amp; Kalz, M. (2018). Intention-Behavior Dynamics in MOOC Learning; What Happens to Good Intentions Along the Way? <em>2018 Learning With MOOCS (LWMOOCS)</em>, 110–112. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/intention-behavior-dynamics-in-moocs-learning-what-happens-to-good-intentions-along-the-way/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Schophuizen, M., Kreijns, K., Stoyanov, S., &amp; Kalz, M. (2018). Eliciting the challenges and opportunities organizations face when delivering open online education: A group-concept mapping study. <em>The Internet and Higher Education</em>, <em>36</em>, 1–12. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/eliciting-the-challenges-and-opportunities-organizations-face-when-delivering-open-online-education-a-group-concept-mapping-study/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Kasch, J., Van Rosmalen, P., &amp; Kalz, M. (2017). <em>A Framework towards Educational Scalability of Open Online Courses.</em> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/a-framework-towards-educational-scalability-of-open-online-courses/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M. A., Kreijns, K., &amp; Kalz, M. (2017). Refining success and dropout in massive open online courses based on the intention–behavior gap. <em>Distance Education</em>, <em>38</em>(3), 353–368. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/refining-success-and-dropout-in-massive-open-online-courses-based-on-the-intentionbehavior-gap/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., Kreijns, K., &amp; Kalz, M. (2017). To change or not to change? That’s the question… on MOOC-success, barriers and their implications. <em>European Conference on Massive Open Online Courses</em>, 210–216. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/to-change-or-not-to-change-thats-the-question-on-mooc-success-barriers-and-their-implications/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Jansen, R. S., Van Leeuwen, A., Janssen, J., Kester, L., &amp; Kalz, M. (2017). Validation of the self-regulated online learning questionnaire. <em>Journal of Computing in Higher Education</em>, <em>29</em>(1), 6–27. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/validation-of-the-self-regulated-online-learning-questionnaire/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>http://kalz.cc/publication/the-factor-structure-of-the-peer-feedback-orientation-scale-pfos-toward-a-measure-for-assessing-students-peer-feedback-dispositions/Fri, 12 Mar 2021 21:22:31 +0100http://kalz.cc/publication/the-factor-structure-of-the-peer-feedback-orientation-scale-pfos-toward-a-measure-for-assessing-students-peer-feedback-dispositions/<p>Kasch, J., Van Rosmalen, P., Henderikx, M., &amp; Kalz, M. (2022). The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions. <em>Assessment &amp; Evaluation in Higher Education</em>, 47(1) 15-28. </p>