Marco Kalz is full professor of digital education at the Heidelberg University of Education. His research interest lies on the use of open education, pervasive technologies and formative assessment to support (lifelong) learning and knowledge construction. He has published more than 140 peer-reviewed publications.
Marco is associate editor of the IEEE Transactions on Learning Technologies, and editorial board member of Educational Technology Research and Development and the Journal of Computing in Higher Education. He is a fellow of the Interuniversity Center for Educational Sciences (ICO) and the Dutch research school on information and knowledge systems (SIKS). He is director of the study program E-Learning and Media Education and co-director of the Education for Sustainable Development Center. Over the last 5 years he could secure approx. 2.5 Mio EUR of research funding for his institution. Besides European projects he was and is regularly involved in educational innovation and consulting projects with partners inside and outside of his institutions.
PhD in Educational Technology, 2009
Open University of the Netherlands
MA Multimedia Didactics, 2003
1st State Examination for Teachers, 2000
University of Cologne
Assistierte und einfach generierte intelligente Musiklehre im interaktiven Lernraum mittels Smartphone
Educational Innovation towards Organizational Development. The Art of Governing Open and Online Education in Dutch Higher Education Institutions
Through the Lens of the Learner: Using Learning Analytics to Predict Learner-Centered Outcomes in Massive Open Online Courses
Skill-based scouting of open user-generated and community-improved content for management education and training
Mind the Gap. Unravelling learner success and behaviour in Massive Open Online Courses
This research revealed the antecedes of two learner-centered outcome measures of success in massive open online courses (MOOCs): learner satisfaction and learner intention-fulfillment. Previous studies used success criteria from formal education contexts placing retention and completion rates as the ultimate outcome measures. We argue that the suggested learner-centered outcomes are more appropriate for measuring success in non-formal lifelong learning settings because they are focused on the learner’s intentions, rather than the intentions of the course developer. The behavioural measures of 125 MOOC participants who answered a pre- and a post-questionnaire were harvested. The analysis revealed that learner satisfaction was directly affected by: the importance of the MOOC’s benefits; online self-regulated learning - goal setting; number of video lectures accessed; and, perceived course usability. Age and the number of quizzes accessed indirectly effected learner satisfaction, through perceived course usability and through number of video lectures accessed. Intention-fulfillment was directly affected by: gender; the importance of the MOOC’s benefits; online self-regulated learning - goal setting; the number of quizzes accessed; the duration of participation; and, perceived course usability. Previous experience with MOOCs and the importance of MOOC’s benefits, indirectly affected intention-fulfillment through the number of quizzes accessed and perceived course usability.
In 2020, Higher Education institutions were pressed to swiftly implement online-based teaching. Among many challenges associated with this, lecturers in Higher Education needed to promptly and flexibly adapt their teaching to these circumstances. This investigation adopts a resilience framing in order to shed light on which specific challenges were associated with this sudden switch and what helped an international sample of Higher Education lecturers (N=102) in coping with these challenges. Results suggest that Emergency Remote Teaching was indeed challenging and quality of teaching was impeded but these effects are more nuanced than expected. Lecturers displayed instructional resilience by maintaining teaching quality despite difficulties of Emergency Remote Teaching and our exploration of predictors shows that personality factors as well as prior experience may have supported them in this. Our findings may contribute to the emerging literature surrounding Emergency Remote Teaching and contributes a unique resilience perspective to the experiences of Higher Education lecturers.