Article-Journal |

A Systematic Review of Frameworks and Measurement Instruments for Data Literacy in Higher and Adult Education

Tue, 28 Jul 2026 16:33:18 +0200

Ganz, M., Kalz, M. (2026). A Systematic Review of Frameworks and Measurement Instruments for Data Literacy in Higher and Adult Education, Educational Research Review, .

Validity evidence for the internal structure of the peer feedback orientation scale

Mon, 06 Apr 2026 00:00:00 +0200

Kalz, M., Schulze, A., Meeh, H., & Weidlich, J. (2026). Validity evidence for the internal structure of the peer feedback orientation scale. Technology, Knowledge and Learning, 1–16.

E-Learning Acceptance among Oncology Healthcare Professionals in Europe

Sat, 28 Feb 2026 21:22:31 +0100

Kulaks?z, T., Steinbacher, J., Ganz, M., Klein, M., & Kalz, M. (2026). E-Learning Acceptance among Oncology Healthcare Professionals in Europe. Journal of Cancer Education, 1-6.

Innovation in Learning Design Within the Zone of Proximal Implementation: Developing Technology-Enhanced Learning Scenarios for Cancer Professionals

Sat, 28 Feb 2026 21:22:31 +0100

Kulaksız, T., Steinbacher, J. & Kalz, M. (2026). Innovation in Learning Design Within the Zone of Proximal Implementation: Developing Technology-Enhanced Learning Scenarios for Cancer Professionals. Technology. Knowledge and Learning.

Mediendidaktik als Implementierungswissenschaft der Pädagogik? Kommentar zu Michael Kerres ‹Mediendidaktik – Versuch einer Positionierung›

Fri, 19 Sep 2025 01:33:18 +0200

Kalz, M. (2025). Mediendidaktik als Implementierungswissenschaft der Pädagogik? Kommentar zu Michael Kerres ‹Mediendidaktik – Versuch einer Positionierung›. MedienPädagogik: Zeitschrift für Theorie Und Praxis Der Medienbildung, 65(MEDIDA24), 45–49. *

Exploring the Current Use of Educational Technologies in the Oncology Domain Across Europe: A Cross-Sectional Study.

Fri, 29 Aug 2025 21:22:31 +0100

Steinbacher, J., Kulaksız, T., & Kalz, M. (2025). Exploring the Current Use of Educational Technologies in the Oncology Domain Across Europe: A Cross-Sectional Study. Journal of Cancer Education, 1-8.

Individualisiertes Lernen mit digitalen Bildungsressourcen: Eine Delphi Studie aus der Perspektive von Lehrer:innen.

Tue, 04 Feb 2025 21:22:31 +0100

Pietrusky, S., & Kalz, M. (2025). Individualisiertes Lernen mit digitalen Bildungsressourcen: Eine Delphi Studie aus der Perspektive von Lehrer:innen. MedienPädagogik: Zeitschrift für Theorie Und Praxis Der Medienbildung, 2025(Occasional Papers), 27–49.

Erneuerung der Hochschule von Außen nach Innen oder umgekehrt? Kritische Diskussion und Alternativen zur Future Skills-Bewegung

Mon, 19 Aug 2024 01:33:18 +0200

Kalz, M. & Reinmann, G. (2024). Erneuerung der Hochschule von Außen nach Innen oder umgekehrt? Kritische Diskussion und Alternativen zur Future Skills-Bewegung. Impact Free, 57, 1–10.

General Problem-solving Skills Can be Enhanced by Short-time Use of Problem-Based Learning (PBL)

Fri, 12 Apr 2024 01:33:18 +0200

Knöpfel, M., Kalz, M., & Meyer, P. (2024). General Problem-solving Skills Can be Enhanced by Short-time Use of Problem-Based Learning (PBL). Journal of Problem Based Learning in Higher Education, 12(1).

Zurück in die Zukunft? Eine literaturbasierte Kritik der Zukunftskompetenzen

Sun, 19 Nov 2023 01:33:18 +0200

Kalz, M. (2023). Zurück in die Zukunft? Eine literaturbasierte Kritik der Zukunftskompetenzen. MedienPädagogik: Zeitschrift für Theorie Und Praxis Der Medienbildung, 2023 (Occasional Papers), 332–352.

Students’feedback literacy in higher education: an initial scale validation study

Wed, 18 Oct 2023 04:39:39 +0200

Woitt,S., Weidlich, J., Jivet, I., Göksün, D.O., Drachsler, H. & Kalz, M. (2023) Students’ feedback literacy in higher education: an initial scale validation study, Teaching in Higher Education, doi:

A data-driven approach for the identification of features for automated feedback on academic essays

Fri, 29 Sep 2023 11:02:28 +0200

Abbas, M., Van Rosmalen, P. & Kalz, M. (2023). A data-driven approach for the identification of features for automated feedback on academic essays. IEEE Transactions on Learning Technologies.

An inter-specialty cancer training programme curriculum for Europe

Sun, 10 Sep 2023 11:02:28 +0200

Benstead, K., Brandl, A., Brouwers, T., Civera, J., Collen, S., Csaba, D. L., … & O’Higgins, N. (2023). An inter-specialty cancer training programme curriculum for Europe. European Journal of Surgical Oncology, 49(9), 106989. doi:

How well does teacher education prepare for teaching with technology? A TPACK-based investigation at a university of education

Fri, 04 Aug 2023 13:39:39 +0200

Weidlich, J., & Kalz, M. (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, 1-21. doi:

Technology-Enhanced Learning in the Education of Oncology Medical Professionals: A Systematic Literature Review.

Wed, 28 Jun 2023 21:22:31 +0100

Kulaksız, T., Steinbacher, J. & Kalz, M. (2023). Technology-Enhanced Learning in the Education of Oncology Medical Professionals: A Systematic Literature Review. Journal of Cancer Education.

GamiTool: Supporting Instructors in the Gamification of MOOCs

Sat, 17 Dec 2022 11:02:28 +0200

Ortega-Arranz, A., Asensio-Pérez, J. I., Martínez-Monés, A., Bote-Lorenzo, M. L., Ortega-Arranz, H., & Kalz, M. (2022). GamiTool: Supporting Instructors in the Gamification of MOOCs. IEEE Access.

Enabling educational innovation through complexity leadership? Perspectives from four Dutch universities

Thu, 17 Nov 2022 11:02:28 +0200

Schophuizen, M., Kelly, A., Utama, C., Specht, M., & Kalz, M. (2022). Enabling educational innovation through complexity leadership? Perspectives from four Dutch universities. Tertiary Education and Management, 1-20.

Annotation of a Dutch Essay Corpus with Argument Structures and Quality Indicators

Mon, 06 Jun 2022 11:02:28 +0200

Zhang, L., Spoelstra, H., & Kalz, M. (2021). Annotation of a Dutch Essay Corpus with Argument Structures and Quality Indicators. Computational Linguistics in the Netherlands Journal, 11, 257-279.

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

Thu, 06 Jan 2022 11:02:28 +0200

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.

Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach

Wed, 20 Oct 2021 13:39:39 +0200

Henderikx, M., Kreijns, K., Xu, K. M., & Kalz, M. (2021). Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach. Open Praxis, 13(2), 143–159. DOI:

Exploring predictors of instructional resilience during emergency remote teaching in higher education

Mon, 09 Aug 2021 13:39:39 +0200

Weidlich, J., & Kalz, M. (2021). Exploring predictors of instructional resilience during emergency remote teaching in higher education. International Journal of Educational Technology in Higher Education, 18(43), 1-26.

Students’ perceptions of the peer-feedback experience in MOOCs

Sun, 11 Apr 2021 10:15:34 +0200

Kasch, J., van Rosmalen, P., Löhr, A., Klemke, R., Antonaci, A., & Kalz, M. (2021). Students’ perceptions of the peer-feedback experience in MOOCs. Distance Education, 42(1), 145-163.

The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer- feedback dispositions

Fri, 12 Mar 2021 21:22:31 +0100

Kasch, J., Van Rosmalen, P., Henderikx, M., & Kalz, M. (2022). The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions. Assessment & Evaluation in Higher Education, 47(1) 15-28.

Effects of an ambient learning display on noise levels and perceived learning in a secondary school

Mon, 01 Feb 2021 10:42:47 +0200

Tabuenca, B., Börner, D., & Kalz, M. (2021). Effects of an ambient learning display on noise levels and perceived learning in a secondary school. IEEE Transactions on Learning Technologies. 14(1). 69-80.

Educational scalability in MOOCs: Analysing instructional designs to find best practices

Tue, 03 Nov 2020 10:53:43 +0200

Kasch, J., Van Rosmalen, P., & Kalz, M. (2021). Educational scalability in MOOCs: Analysing instructional designs to find best practices. Computers & Education, 161, 104054.1-12.

Does project focus influence challenges and opportunities of open online education? A sub‐group analysis of group‐concept mapping data

Fri, 23 Oct 2020 11:02:28 +0200

Schophuizen, M., Kreijns, K., Stoyanov, S., Rosas, S., & Kalz, M. (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, 33, 255-280.

Elements of Open Education: An Invitation to Future Research

Fri, 11 Sep 2020 18:10:42 +0200

Zawacki-Richter, O., Conrad, D., Bozkurt, A., Aydin, C. H., Bedenlier, S., Jung, I., Stöter, J., Veletsianos, G., Blaschke, L. M., Bond, M., Broens, A., Bruhn, E., Dolch, C., Kalz, M., Kerres, M., Kondakci, Y., Marin, V., Mayrberger, K., Müskens, W., Naidu, S., Qayyum, A., Roberts, J., Sangrà, A., Loglo, F. S., Slagter van Tryon, P. J., & Xiao, J. (2020). Elements of Open Education: An Invitation to Future Research . The International Review of Research in Open and Distributed Learning, 21(3), 319-334.

What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation

Mon, 29 Jun 2020 13:39:39 +0200

Rabin, E., Henderikx, M., Kalman, Y. M., & Kalz, M. (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, 36(3), 119-131.

Massive Open Online Education for Environmental Activism: The Worldwide Problem of Marine Litter

Sun, 31 May 2020 11:02:28 +0200

Tabuenca, B., Kalz, M., & Löhr, A. (2019). Massive open online education for environmental activism: The worldwide problem of marine litter. Sustainability, 11(10), 2860.

Valuing technology-enhanced academic conferences for continuing professional development. A systematic literature review

Sun, 31 May 2020 11:02:28 +0200

Spilker, M., Prinsen, F., & Kalz, M. (2020). Valuing technology-enhanced academic conferences for continuing professional development. A systematic literature review. Professional development in education, 46(3), 482-499.

Educational innovation projects in Dutch higher education: bottom-up contextual coping to deal with organizational challenges

Sun, 03 May 2020 11:02:28 +0200

Schophuizen, M., & Kalz, M. (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, 17(36), 1-17.

Interdisciplinary Doctoral Training in Technology-Enhanced Learning in Europe

Sat, 11 Apr 2020 13:28:01 +0200

Pammer-Schindler, V., Wild, F., Fominykh, M., Ley, T., Perifanou, M., Soule, M. V., … & Maillet, K. (2020). Interdisciplinary Doctoral Training in Technology-Enhanced Learning in Europe. Frontiers in Education. 5(150). 1-12.

Enjoyed or Bored? A Study into Achievement Emotions and the Association with Barriers to Learning in MOOCs

Thu, 12 Sep 2019 11:02:28 +0200

Henderikx, M. A., Kreijns, C., & Kalz, M. (2018). Intention-Behavior Dynamics in MOOC Learning; What Happens to Good Intentions Along the Way? In 2018 Learning With MOOCS (LWMOOCS) : Proceedings of the Fifth Learning with MOOCs Conference (pp. 110-112). Article 8534595 IEEE.

Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour

Thu, 12 Sep 2019 11:02:28 +0200

Henderikx, M., Kalz, M. (2019). Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour. In Calise, M., Delgado Kloos, C., Reich, J., Ruiperez-Valiente, J., Wirsing, M. (eds) Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge. (pp.59-69). EMOOCs 2019. Lecture Notes in Computer Science, vol 11475. Springer, Cham.

Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs

Mon, 09 Sep 2019 11:02:28 +0200

Rabin, E., Silber-Varod, V., Kalman, Y.M., Kalz, M. (2019). Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs. In Scheffel, M., Broisin, J., Pammer-Schindler, V., Ioannou, A., Schneider, J. (eds) Transforming Learning with Meaningful Technologies. (pp.224-235) EC-TEL 2019. Lecture Notes in Computer Science(), vol 11722. Springer, Cham.

The cathedral’s ivory tower and the open education bazaar – catalyzing innovation in the higher education sector

Mon, 09 Sep 2019 11:02:28 +0200

Rabin, E., Kalman, Y. M., & Kalz, M. (2020). 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, 35(1), 82-99.

The Influence of Self-regulation, Self-efficacy and Motivation as Predictors of Barriers to Satisfaction in MOOCs

Mon, 09 Sep 2019 11:02:28 +0200

Rabin, E., Henderikx, M., Kalman, Y.M., Kalz, M. (2019). The Influence of Self-regulation, Self-efficacy and Motivation as Predictors of Barriers to Satisfaction in MOOCs. In Scheffel, M., Broisin, J., Pammer-Schindler, V., Ioannou, A., Schneider, J. (eds) Transforming Learning with Meaningful Technologies. (pp.631-635) EC-TEL 2019. Lecture Notes in Computer Science, vol 11722. Springer, Cham.

Factors influencing the pursuit of personal learning goals in MOOCs

Wed, 08 May 2019 11:02:28 +0200

Henderikx, M., Kreijns, K., Castano Munoz, J., & Kalz, M. (2019). Factors influencing the pursuit of personal learning goals in MOOCs. Distance Education, 40(2), 187-204.

An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs

Mon, 29 Apr 2019 11:02:28 +0200

Rabin, E., Kalman, Y. M., & Kalz, M. (2019). An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs. International Journal of Educational Technology in Higher Education, 16(1), 1-20.

MoocCast: evaluating mobile-screencast for online courses

Thu, 01 Nov 2018 13:28:01 +0200

Tabuenca, B., Kalz, M., & Löhr, A. (2018). MoocCast: Evaluating mobile-screencast for online courses. Universal Access in the Information Society, 17(4), 745-753.

Who is taking MOOCs for teachers’ professional development on the use of ICT? A cross-sectional study from Spain

Fri, 19 Oct 2018 11:02:28 +0200

Castaño-Muñoz, J., Kalz, M., Kreijns, K., & Punie, Y. (2018). Who is taking MOOCs for teachers’ professional development on the use of ICT? A cross-sectional study from Spain. Technology, Pedagogy and Education, 27(5), 607-624.

Intention-behavior dynamics in MOOCs Learning; What happens to good intentions along the way?

Wed, 12 Sep 2018 11:02:28 +0200

A review of the types of mobile activities in mobile inquiry-based learning

Thu, 01 Mar 2018 13:28:01 +0200

Suarez, A., Specht, M., Prinsen, F., Kalz, M., & Ternier, S. (2018). A review of the types of mobile activities in mobile inquiry-based learning. Computers & Education, 118, 38-55.

Eliciting the challenges and opportunities organizations face when delivering open online education: A group-concept mapping study

Mon, 01 Jan 2018 11:02:28 +0200

Schophuizen, M., Kreijns, K., Stoyanov, S., & Kalz, M. (2018). Eliciting the challenges and opportunities organizations face when delivering open online education: A group-concept mapping study. The Internet and Higher Education, 36, 1-12.

A Framework Towards Educational Scalability of Open Online Courses

Wed, 27 Dec 2017 13:28:01 +0200

Kasch, J., Van Rosmalen, P., & Kalz, M. (2017). A Framework towards Educational Scalability of Open Online Courses. Journal of Universal Computer Science, 23(9), 845-867.

Refining success and dropout in massive open online courses based on the intention–behavior gap

Tue, 12 Sep 2017 11:02:28 +0200

Henderikx, M. A., Kreijns, K., & Kalz, M. (2017). Refining success and dropout in massive open online courses based on the intention–behavior gap. Distance Education, 38(3), 353-368.

To Change or not to Change? That’s the Question… On MOOC-Success, Barriers and their Implications

Tue, 12 Sep 2017 11:02:28 +0200

Henderikx, M., Kreijns, K., & Kalz, M. (2017). To change or not to change? That’s the question… On MOOC-success, Barriers and their Implications. In C. Delgado Kloos, P. Jermann, M. Pérez-Sanagustín, D. T. Seaton, & S. White (Eds.), Digital education: Out to the world and back to the campus: 5th European MOOCs Stakeholders Summit, EMOOCs 2017, Madrid, Spain, May 22-26, 2017 Proceedings (pp. 210-216). Springer.

Solutions for global marine litter pollution

Mon, 07 Aug 2017 13:28:01 +0200

Löhr, A., Savelli, H., Beunen, R., Kalz, M., Ragas, A., & Van Belleghem, F. (2017). Solutions for global marine litter pollution. Current opinion in environmental sustainability, 28, 90-99.

MoocCast: evaluating mobile-screencast for online courses

Tue, 01 Nov 2016 13:28:01 +0200

Tabuenca, B., Kalz, M., Ternier, S., & Specht, M. (2016). Mobile authoring of open educational resources for authentic learning scenarios. Universal Access in the Information Society, 15(3), 329-343.

Validation of the self-regulated online learning questionnaire

Tue, 25 Oct 2016 11:02:28 +0200

Jansen, R. S., Van Leeuwen, A., Janssen, J., Kester, L., & Kalz, M. (2017). Validation of the self-regulated online learning questionnaire. Journal of Computing in Higher Education, 29(1), 6-27.

Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey

Tue, 18 Oct 2016 11:02:28 +0200

Castaño-Muñoz, J., Kreijns, K., Kalz, M., & Punie, Y. (2017). Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey. Journal of Computing in Higher Education, 29(1), 28-46.

Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology

Sat, 09 Jul 2016 11:02:28 +0200

Al Lily, A. E., & full list of authors, see end. (2017). Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology. Information Development, 33(3), 270-288.

The MOOC and learning analytics innovation cycle (MOLAC): a reflective summary of ongoing research and its challenges

Wed, 16 Mar 2016 11:02:28 +0200

Drachsler, H., & Kalz, M. (2016). The MOOC and learning analytics innovation cycle (MOLAC): A reflective summary of ongoing research and its challenges. Journal of Computer Assisted Learning, 32(3), 281-290.

It Doesn’t Matter, But: Examining the impact of ambient learning displays on energy consumption and conservation at the workplace

Thu, 03 Dec 2015 11:02:28 +0200

Börner, D., Kalz, M., & Specht, M. (2015). It doesn’t matter, but: examining the impact of ambient learning displays on energy consumption and conservation at the workplace. Environmental Education Research, 21(6), 899-915.

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

Thu, 03 Dec 2015 11:02:28 +0200

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.

Time will tell: The role of mobile learning analytics in self-regulated learning

Mon, 30 Nov 2015 11:02:28 +0200

Tabuenca, B., Kalz, M., Drachsler, H., & Specht, M. (2015). Time will tell: The role of mobile learning analytics in self-regulated learning. Computers & Education, 89, 53-74.

Supporting Inquiry-based Learning with Google Glass (GPIM)

Fri, 19 Jun 2015 11:02:28 +0200

Suarez, A., Ternier, S., Kalz, M., & Specht, M. (2015). Supporting inquiry-based learning with Google Glass (GPIM). Interaction Design and Architecture(s) Journal, 24, 100-110.

A Study about Placement Support Using Semantic Similarity

Wed, 03 Dec 2014 11:02:28 +0200

Kalz, M., Van Bruggen, J., Giesbers, B., Waterink, W., Eshuis, J., & Koper, R. (2014). A study about placement support using semantic similarity. Journal of Educational Technology & Society, 17(3), 54-64.

Lead me gently: Facilitating knowledge gain through attention-aware ambient learning displays

Wed, 03 Sep 2014 11:02:28 +0200

Börner, D., Kalz, M., & Specht, M. (2014). Lead me gently: Facilitating knowledge gain through attention-aware ambient learning displays. Computers & Education. 78. 10-19.

Assessing the crossdisciplinarity of technology-enhanced learning with science overlay maps and diversity measures

Thu, 01 May 2014 11:02:28 +0200

Kalz, M., & Specht, M. (2014). Assessing the crossdisciplinarity of technology-enhanced learning with science overlay maps and diversity measures. British Journal of Educational Technology. 45(3), 415 – 427.

Smartphone Apps for Cardiopulmonary Resuscitation Training and Real Incident Support: A Mixed-Methods Evaluation Study

Wed, 19 Mar 2014 11:02:28 +0200

Kalz, M., Lenssen, N., Felzen, M., Rossaint, R., Tabuenca, B., Specht, M., & Skorning, M. (2014). Smartphone apps for cardiopulmonary resuscitation training and real incident support: a mixed-methods evaluation study. Journal of medical Internet research, 16(3), e2951.

Beyond the channel: A literature review on ambient displays for learning

Wed, 03 Jul 2013 11:02:28 +0200

Börner, D., Kalz, M., & Specht, M. (2013). Beyond the channel: A literature review on ambient displays for learning. Computers and Education, 60(1), 426-435.

ARLearn: augmented reality meets augmented virtuality

Wed, 01 Aug 2012 13:28:01 +0200

Ternier, S., Klemke, R., Kalz, M., Van Ulzen, P., & Specht, M. (2012). ARLearn: augmented reality meets augmented virtuality. Journal of Universal Computer Science, 18(15), 2143-2164.

Language Technologies to Support Formative Feedback

Sat, 01 Oct 2011 11:02:28 +0200

Berlanga, A. J., Kalz, M., Stoyanov, S., van Rosmalen, P., Smithies, A., & Braidman, I. (2011). Language Technologies to Support Formative Feedback. Educational Technology & Society, 14(4), 11–20.

Implementing infrastructures for managing learning objects

Wed, 13 Oct 2010 11:02:28 +0200

Klemke, R., Ternier, S., Kalz, M., & Specht, M. (2010). Implementing infrastructures for managing learning objects. British Journal of Educational Technology, 41(6), 873-882.

Infrastrukturen zur Verwaltung von Metadaten für Offene Bildungsressourcen

Wed, 03 Mar 2010 11:02:28 +0200

Kalz, M., Klemke, R., Ternier, S., & Specht, M. (2010). Infrastrukturen zur Verwaltung von Metadaten für Offene Bildungsressourcen. Zeitschrift für E-Learning, 5(3).

Positioning of Learners in Learning Networks with Content, Metadata and Ontologies

Fri, 30 May 2008 11:02:28 +0200

Kalz, M., Van Bruggen, J., Rusman, E., Giesbers, B., & Koper, R. (2007). Positioning of Learners in Learning Networks with Content, Metadata and Ontologies. Interactive Learning Environments, 15(2), 191-200.