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GamiTool: Supporting Instructors in the Gamification of MOOCs
Reward-based gamification strategies are proposed as a promising technique to increase student engagement in Massive Open Online …
Alejandro Ortega-Arranz, Juan I. Asensio-Pérez, Alejandra Martínez-Monés, Miguel L. Bote-Lorenzo, Héctor Ortega-Arranz, Marco Kalz
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GamiTool: Supporting Instructors in the Gamification of MOOCs
Enabling educational innovation through complexity leadership? Perspectives from four Dutch universities
Leadership in higher can influence the structurally embedding of educational technologies in higher education institutions. However, …
Martine Schophuizen, Aodhán Kelly, Caitlin Utama, Marcus Specht, Marco Kalz
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Enabling educational innovation through complexity leadership? Perspectives from four Dutch universities
Annotation of a Dutch Essay Corpus with Argument Structures and Quality Indicators
Based on the availability of previously annotated text corpora, the technique of argument min- ing (AM) aims to discover components in …
Liqin Zhang, Howard Spoelstra, Marco Kalz
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Annotation of a Dutch Essay Corpus with Argument Structures and Quality Indicators
What do they TEL(L)? A systematic analysis of master programs in technology-enhanced learning.
This research revealed the antecedes of two learner-centered outcome measures of success in massive open online courses (MOOCs): …
Mikhail Fominykh, Joshua Weidlich, Marco Kalz, Ingunn Dahler Hybertsen
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What do they TEL(L)? A systematic analysis of master programs in technology-enhanced learning.
Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach
Learners in MOOCs often experience challenges that can be identified as barriers to learning. These barriers may be MOOC- or not …
Maartje Henderikx, Karel Kreijns, Kate M. Xu, Marco Kalz
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Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach
Exploring predictors of instructional resilience during emergency remote teaching in higher education
In 2020, Higher Education institutions were pressed to swiftly implement online-based teaching. Among many challenges associated with …
Joshua Weidlich, Marco Kalz
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Exploring predictors of instructional resilience during emergency remote teaching in higher education
Students’ perceptions of the peer-feedback experience in MOOCs
Various studies advocate training students prior to a peer-feedback activity to ensure high quality of feedback. Next to investing in …
Julia Kasch, Peter Van Rosmalen, Ansje Löhr, Roland Klemke, Alessandra Antonaci, Marco Kalz
PDF Cite SOONER PhD Julia Kasch DOI
Students’ perceptions of the peer-feedback experience in MOOCs
The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer- feedback dispositions
This study reports on the quantitative findings of an exploratory sequen- tial mixed methods study in which the underlying factor …
Julia Kasch, Peter Van Rosmalen, Maartje Henderikx, Marco Kalz
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The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer- feedback dispositions
Effects of an ambient learning display on noise levels and perceived learning in a secondary school
Recent reviews addressing the impact of noise exposure in teaching and learning situations conclude negative effects on learning …
Bernardo Tabuenca, Dirk Börner, Marco Kalz
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Effects of an ambient learning display on noise levels and perceived learning in a secondary school
Educational scalability in MOOCs: Analysing instructional designs to find best practices
This study aims to reveal insights into the educational design of Massive Open Online Courses (MOOCs) in particular on their …
Julia Kasch, Peter Van Rosmalen, Marco Kalz
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Educational scalability in MOOCs: Analysing instructional designs to find best practices