Setting-up a European Cross-Provider Data Collection on Open Online Courses

Dec 3, 2015·
Marco Kalz
Marco Kalz
,
Karel Kreijns
,
Jaap Walhout
,
Jonatan Castaño-Munoz
,
Anna Espasa
,
Edmundo Tovar
· 1 min read
Abstract
While MOOCS have emerged as a new form of open online education around the world, research is stilling lagging behind to come up with a sound theoretical basis that can cover the impact of socio-economic background variables, ICT competences, prior experiences and lifelong learning profile, variance in intentions, environmental influences, outcome expectations, learning experience and economic return on taking and completing Massive Open Online Courses (MOOCs). The potential diversity of participants of MOOCs has been taken as a starting point to develop a theoretical model and survey instrument with the goal to establish a large-scale, cross-provider data collection of participants of (European) MOOCs. This article provides and overview of the theoretical model begin the project and reflects about first experiences with the cross-provider data collection.
Type
Publication
International Review of Research in Open and Distributed Learning, 16(6), 62-77. Athabasca University Press (AU Press)
publications publications

Kalz, M., Kreijns, K., Walhout, J., Castaño-Munoz, J., Espasa, A., & Tovar, E. (2015). Setting-up a European cross-provider data collection on open online courses. International Review of Research in Open and Distributed Learning, 16(6), 62-77. https://doi.org/10.19173/irrodl.v16i6.2150

Distance Education Open Learning MOOCS Survey Development
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.