Publications

Olaf Zawacki-Richter, Dianne Conrad, Aras Bozkurt, Cengiz Hakan Aydin, Svenja Bedenlier, Insung Jung, Joachim Stöter, George Veletsianos, Lisa Marie Blaschke, Melissa Bond, Andrea Broens, Elisa Bruhn, Carina Dolch, Marco Kalz, Yasar Kondakci, Victoria Marin, Kerstin Mayrberger, Wolfgang Müskens, Som Naidu, Adnan Qayyum, Jennifer Roberts, Albert Sangrà, Frank Senyo Loglo, Patricia J. Slagter van Tryon, Junhong Xiao, Michael Kerres (2020). Elements of Open Education: An Invitation to Future Research. The International Review of Research in Open and Distributed Learning, 21(3), 319-334.

Eyal Rabin, Maartje Henderikx, Yoram Kalman, Marco Kalz (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.

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

Bernardo Tabuenca, Ansje Löhr, Marco Kalz (2020). Massive Open Online Education for Environmental Activism: The Worldwide Problem of Marine Litter. Sustainability, 11(10), 2860.

Martine Schophuizen, Marco Kalz (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, Article 36.

Marco Kalz, Martine Schophuizen, Serdar Türkeli (2020). The disaggregated, networked and open future of education for sustainable development. Humanistic futures of learning, 113.

Viktoria Pammer-Schindler, Fridolin Wild, Mikhail Fominykh, Tobias Ley, Maria Perifanou, Maria Victoria Soule, Davinia Hernández-Leo, Marco Kalz, Ralf Klamma, Luís Pedro, Carlos Santos, Christian Glahn, Anastasios A. Economides, Antigoni Parmaxi, Ekaterina Prasolova-Førland, Denis Gillet, Katherine Maillet (2020). Interdisciplinary Doctoral Training in Technology-Enhanced Learning in Europe. Frontiers in Education, 5, 150.

Mohsin Abbas, Peter van Rosmalen, Marco Kalz (2019). Identifying Critical Features for Formative Essay Feedback with Artificial Neural Networks and Backward Elimination. Transforming Learning with Meaningful Technologies, 396-408.

Maartje Henderikx, Marco Kalz (2019). Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour. Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge, 59-69.

Maartje Henderikx, Ansje Lohr, Marco Kalz (2019). Enjoyed or Bored? A Study into Achievement Emotions and the Association with Barriers to Learning in MOOCs. Transforming Learning with Meaningful Technologies, 15-27.