Publications

Marco Kalz (2022). Open Education as Social Movement? Between Evidence-Based Research and Activism. Handbook of Open, Distance and Digital Education, 1-14.

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, 11, 257-279.

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, 19, Article 1.

Maartje Henderikx, Karel Kreijns, Kate M. Xu, Marco Kalz (2021). Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach. Open Praxis, 13(2), 143-159.

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, 18(1), Article 43.

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, 42(1), 145-163.

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, 0(0), 1-14.

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, 14(1), 69-80.

Julia Kasch, Peter van Rosmalen, Marco Kalz (2020). Educational scalability in MOOCs: Analysing instructional designs to find best practices. Computers & Education, 161, 104054.

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, 33, 255-280.