Search

Svenja Woitt, Joshua Weidlich, Ioana Jivet, Derya Orhan Göksun, Hendrik Drachsler, Marco Kalz (2023). Students’feedback literacy in higher education: an initial scale validation study. Teaching in Higher Education.

Mohsin Abbas, Peter van Rosmalen, Marco Kalz (2023). A data-driven approach for the identification of features for automated feedback on academic essays. IEEE Transactions on Learning Technologies.

Kim Beanstead, Andreas Brandl, Ton Brouwers, Jorge Civera, Sarah Collen, Degi L. Casa, Johan de Munter, Marieke Dewitte, Celia Diez de los Rio, Nikolina Dodlek, Jesper G. Eriksen, Patrice Forget, Chiara Gasparatto, Jan Geissler, Corinne Hall, Alfons Juan, Marco Kalz, Richard Kelly, Giorgos Klis, Taibe Kulaksiz, Carine Lecoq, Francesca Marangoni, Wendy McInally, Kathy Oliver, Maria Popovics, Christos Poulios, Richard Price, Irena Rollo, Silvia Romeo, Jana Steinbacher, Virpi Sulosaari, Niall O'Higgins (2023). An inter-specialty cancer training programme curriculum for Europe. European Journal of Surgical Oncology.

PDF Cite INTERACT Europe DOI

Joshua Weidlich, Marco Kalz (2023). How well does teacher education prepare for teaching with technology? A TPACK-based investigation at a university of education. European Journal of Teacher Education.

Taibe Kulaksiz, Jana Steinbacher, Marco Kalz (2023). Technology-Enhanced Learning in the Education of Oncology Medical Professionals: A Systematic Literature Review.. Journal of Cancer Education.

PDF Cite INTERACT Europe DOI

Julia Kasch, Peter van Rosmalen, Marco Kalz (2023). A Thematic Analysis of Factors Influencing Student’s Peer-Feedback Orientation. The Power of Peer Learning. Social Interaction in Learning and Development..

Alejandro Ortega-Arranz, Juan I. Asensio-Pérez, Alejandra Martínez-Monés, Miguel L. Bote-Lorenzo, Héctor Ortega-Arranz, Marco Kalz (2022). GamiTool: Supporting Instructors in the Gamification of MOOCs. IEEE Access.

Cite SOONER PhD Martine Schophuizen DOI

Martine Schophuizen, Aodhán Kelly, Caitlin Utama, Marcus Specht, Marco Kalz (2022). Enabling educational innovation through complexity leadership? Perspectives from four Dutch universities. Tertiary Education and Management.

Marco Kalz (2022). Open Education as Social Movement? Between Evidence-Based Research and Activism. Handbook of Open, Distance and Digital Education.

Liqin Zhang, Howard Spoelstra, Marco Kalz (2022). Annotation of a Dutch Essay Corpus with Argument Structures and Quality Indicators. Computational Linguistics in the Netherlands Journal.

PDF Cite

Mikhail Fominykh, Joshua Weidlich, Marco Kalz, Ingunn Dahler Hybertsen (2022). What do they TEL(L)? A systematic analysis of master programs in technology-enhanced learning.. International Journal of Educational Technology in Higher Education.

PDF Cite SOONER PhD Maartje Henderikx DOI

Maartje Henderikx, Karel Kreijns, Kate M. Xu, Marco Kalz (2021). Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach. Open Praxis.

Joshua Weidlich, Marco Kalz (2021). Exploring predictors of instructional resilience during emergency remote teaching in higher education. International Journal of Educational Technology in Higher Education.

Julia Kasch, Peter van Rosmalen, Ansje Löhr, Roland Klemke, Alessandra Antonaci, Marco Kalz (2021). Students’ perceptions of the peer-feedback experience in MOOCs. Distance Education.

Julia Kasch, Peter van Rosmalen, Maartje Henderikx, Marco Kalz (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.

Bernardo Tabuenca, Dirk Börner, Marco Kalz (2021). Effects of an ambient learning display on noise levels and perceived learning in a secondary school. IEEE Transactions on Learning Technologies.

Julia Kasch, Peter van Rosmalen, Marco Kalz (2020). Educational scalability in MOOCs: Analysing instructional designs to find best practices. Computers & Education.

PDF Cite SOONER PhD Martine Schophuizen DOI

Martine Schophuizen, Karel Kreijns, Slavi Stoyanov, Scott Rosas, Marco Kalz (2020). 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.

Olaf Zawacki-Richter, Dianne Conrad, Aras Bozkurt, Cengiz Hakan Aydin, Svenja Bedenlier, Insung Jung, Joachim Stöter, George Veletsianos, Lisa Marie Blaschke, Melissa Bond, Andrea Broens, Elisa Bruhn, Carina Dolch, Marco Kalz, Yasar Kondakci, Victoria Marin, Kerstin Mayrberger, Wolfgang Müskens, Som Naidu, Adnan Qayyum, Jennifer Roberts, Albert Sangrà, Frank Senyo Loglo, Patricia J. Slagter van Tryon, Junhong Xiao, Michael Kerres (2020). Elements of Open Education: An Invitation to Future Research. The International Review of Research in Open and Distributed Learning.

Eyal Rabin, Maartje Henderikx, Yoram Kalman, Marco Kalz (2020). What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation. Australasian Journal of Educational Technology.

PDF Cite PhD Eyal Rabin DOI

Maria Spilker, Fleur Prinsen, Marco Kalz (2020). Valuing technology-enhanced academic conferences for continuing professional development. A systematic literature review. Professional Development in Education.

Bernardo Tabuenca, Ansje Löhr, Marco Kalz (2020). Massive Open Online Education for Environmental Activism: The Worldwide Problem of Marine Litter. Sustainability.

PDF Cite SOONER PhD Martine Schophuizen DOI

Martine Schophuizen, Marco Kalz (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.

Marco Kalz, Martine Schophuizen, Serdar Türkeli (2020). The disaggregated, networked and open future of education for sustainable development. Humanistic future of learning. Perspectives from UNESCO Chairs and UNITWIN networks.

PDF Cite

Viktoria Pammer-Schindler, Fridolin Wild, Mikhail Fominykh, Tobias Ley, Maria Perifanou, Maria Victoria Soule, Davinia Hernández-Leo, Marco Kalz, Ralf Klamma, Luís Pedro, Carlos Santos, Christian Glahn, Anastasios A. Economides, Antigoni Parmaxi, Ekaterina Prasolova-Førland, Denis Gillet, Katherine Maillet (2020). Interdisciplinary Doctoral Training in Technology-Enhanced Learning in Europe. Frontiers in Education.

Cite DeTEL DOI

Eyal Rabin, Yoram Kalman, Marco Kalz (2019). The cathedral’s ivory tower and the open education bazaar – catalyzing innovation in the higher education sector. Open Learning: The Journal of Open, Distance and e-Learning.

PDF Cite PhD Eyal Rabin DOI

Maartje Henderikx, Karel Kreijns, Jonatan Castaño-Muñoz, Marco Kalz (2019). Factors influencing the pursuit of personal learning goals in MOOCs. Distance Education.

Cite SOONER PhD Maartje Henderikx DOI

Eyal Rabin, Yoram Kalman, Marco Kalz (2019). An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs. International Journal of Educational Technology in Higher Education.

PDF Cite PhD Eyal Rabin DOI

Bernardo Tabuenca, Ansje Löhr, Marco Kalz (2018). MoocCast: evaluating mobile-screencast for online courses. Universal Access in the Information Society.

Jonatan Castaño-Muñoz, Karel Kreijns, Yves Punie, Marco Kalz (2018). Who is taking MOOCs for teachers’ professional development on the use of ICT? A cross-sectional study from Spain. Technology, Pedagogy and Education.

Angel Suarez, Marcus Specht, Fleur Prinsen, Marco Kalz, Stefaan Ternier (2018). A review of the types of mobile activities in mobile inquiry-based learning. Computers & Education.

PDF Cite SOONER PhD Martine Schophuizen DOI

Martine Schophuizen, Karel Kreijns, Slavi Stoyanov, Marco Kalz (2018). Eliciting the challenges and opportunities organizations face when delivering open online education: A group-concept mapping study. The Internet and Higher Education.

Julia Kasch, Peter van Rosmalen, Marco Kalz (2017). A Framework Towards Educational Scalability of Open Online Courses. Journal of Universal Computer Science.

PDF Cite SOONER PhD Maartje Henderikx DOI

Maartje Henderikx, Karel Kreijns, Marco Kalz (2017). Refining success and dropout in massive open online courses based on the intention–behavior gap. Distance Education.

Ansje Löhr, Heidi Savelli, Raoul Beunen, Marco Kalz, Ad Ragas, Frank Van Belleghem (2017). Solutions for global marine litter pollution. Current Opinion in Environmental Sustainability.

Bernardo Tabuenca, Marco Kalz, Stefaan Ternier, Marcus Specht (2016). MoocCast: evaluating mobile-screencast for online courses. Universal Access in the Information Society.

Renée Jansen, Anouschka van Leeuwen, Jeroen Janssen, Liesbeth Kester, Marco Kalz (2016). Validation of the self-regulated online learning questionnaire. Journal of Computing in Higher Education.

PDF Cite SOONER DOI

Jonatan Castaño-Muñoz, Karel Kreijns, Yves Punie, Marco Kalz (2016). Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey. Journal of Computing in Higher Education.

Al Lily, Abdulrahman E, David Stoloff, Aytac Gogus, Inan Deniz Erguvan, Mapotse Tomé Awshar, Jo Tondeur, Michael Hammond, Jed Foland, Marco Kalz (2016). Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology. Information Development.

Hendrik Drachsler, Marco Kalz (2016). The MOOC and learning analytics innovation cycle (MOLAC): a reflective summary of ongoing research and its challenges. Journal of Computer Assisted Learning.

Paul Kirschner, Jo Boon, José Janssen, Fleur Prinsen, Susan McKenney, Liesbeth Kester, Slavi Stoyanov, Wim Westera, Marcus Specht, Maarten de Laat, Marco Kalz, Hendrik Drachsler (2015). New Learning Opportunities in a Networked World: Developing a Research Agenda on Innovative uses of ICTs for Learning and Teaching. IDRC report.

Cite

Marco Kalz, Karel Kreijns, Jaap Walhout, Jonatan Castaño-Muñoz, Anna Espasa, Edmundo Tovar (2015). Setting-up a European Cross-Provider Data Collection on Open Online Courses. The International Review of Research in Open and Distributed Learning.

Cite PhD Bernardo Tabuenca DOI

Dirk Börner, Marco Kalz, Marcus Specht (2015). It Doesn’t Matter, But: Examining the impact of ambient learning displays on energy consumption and conservation at the workplace. Environmental Education Research.

PDF Cite PhD Dirk Boerner DOI

Bernardo Tabuenca, Marco Kalz, Hendrik Drachsler, Marcus Specht (2015). Time will tell: The role of mobile learning analytics in self-regulated learning. Computers & Education.

Angel Suarez, Stefaan Ternier, Marco Kalz, Marcus Specht (2015). Supporting Inquiry-based Learning with Google Glass (GPIM). Interaction Design and Architecture(s) Journal.

Cite

Marco Kalz, Jan van Bruggen, Bas Giesbers, Wim Waterink, Jannes Eshuis, Rob Koper (2014). A Study about Placement Support Using Semantic Similarity. Educational Technology & Society.

Dirk Börner, Marco Kalz, Marcus Specht (2014). Lead me gently: Facilitating knowledge gain through attention-aware ambient learning displays. Computers & Education.

PDF Cite PhD Dirk Boerner DOI

Marco Kalz, Marcus Specht (2014). Assessing the crossdisciplinarity of technology-enhanced learning with science overlay maps and diversity measures. British Journal of Educational Technology.

Marco Kalz, Niklas Lenssen, Marc Felzen, Rolf Rossaint, Bernardo Tabuenca, Marcus Specht, Max Skorning (2014). Smartphone Apps for Cardiopulmonary Resuscitation Training and Real Incident Support: A Mixed-Methods Evaluation Study. Journal of Medical Internet Research.

PDF Cite EMuRgency DOI

Dirk Börner, Marco Kalz, Marcus Specht (2013). Beyond the channel: A literature review on ambient displays for learning. Computers & Education.

PDF Cite PhD Dirk Boerner DOI

Stefaan Ternier, Roland Klemke, Marco Kalz, Patricia Van Ulzen, Marcus Specht (2012). ARLearn: augmented reality meets augmented virtuality. Journal of Universal Computer Science.

Adriana J Berlanga, Marco Kalz, Slavi Stoyanov, Peter van Rosmalen, Alisdair Smithies, Isobel Braidman (2011). Language Technologies to Support Formative Feedback. Educational Technology & Society.

Roland Klemke, Stefaan Ternier, Marco Kalz, Marcus Specht (2010). Implementing infrastructures for managing learning objects. British Journal of Educational Technology.

Marco Kalz, Roland Klemke, Stefaan Ternier, Marcus Specht (2010). Infrastrukturen zur Verwaltung von Metadaten für Offene Bildungsressourcen. Zeitschrift für E-Learning.

PDF Cite OpenScout

Marco Kalz, Jan van Bruggen, Ellen Rusman, Bas Giesbers, Rob Koper (2008). Positioning of Learners in Learning Networks with Content, Metadata and Ontologies. Interactive Learning Environments.