What do they TEL(L)? A systematic analysis of master programs in technology-enhanced learning.

Jan 6, 2022·
Mikhail Fominykh
,
Joshua Weidlich
Marco Kalz
Marco Kalz
,
Ingunn Dahler Hybertsen
· 1 min read
DOI
Abstract
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.
Type
Publication
International Journal of Educational Technology in Higher Education, 19, Article 1. Springer
publications publications

Fominykh, M., Weidlich, J., Kalz, M., & Hybertsen, I. D. (2022). What do they TEL(L)? A systematic analysis of master programs in technology-enhanced learning. International Journal of Educational Technology in Higher Education, 19(1), 1-25. https://doi.org/10.1186/s41239-021-00305-7

Technology-Enhanced Learning Study Program Analysis Curriculum Analysis Hierarchical Cluster Analysis
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.