MOOCS |

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.

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:

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.

Who let the drop out?

Sun, 11 Apr 2021 00:18:04 +0200

Kalz, M. (2015). Who let the drop out? Invited keynote at the EADTU Conference on Online, open and flexible higher education, 29. October 2015, Fernuniversität Hagen, Germany.

EMMA

Sat, 10 Apr 2021 23:26:00 +0200

EMMA: European Multiple MOOC Aggregator (funded via Policy Support Program by the European Commission), February 2014 – August 2016, Budget: 4,95 Mio EUR (191.000 EUR acquired for own institution, Role: partner)

EMMA stands for European Multiple MOOC Aggregator. EMMA combines and refines a series of existing components to pilot a web-learning environment where users can access multi-media courseware, translation services, personal learning environments and learning communities. The EMMA platform enables users to access MOOCs in a new, customised way, harvesting content from different courses in their own language. The project seeks to redress the balance between learning communities and individual learning, enabling EMMA users to create their own paths by selecting and integrating different learning objects from other courses along with authoritative resources on the web.

SOONER

Sat, 10 Apr 2021 21:50:37 +0200

Funded via a grant of the Dutch Ministry of Education and the national coordination unit for educational sciences, September 2015 – August 2020), Budget: 1,35 Mio EUR (1.03 Mio acquired for own institution, Role: coordinator),

The SOONER project focused on fundamental and accompagnying research about open online education (OOE) in the Netherlands. Open online education is viewed as a strategic activity of an educational institution with systemic implications for the organization. Based on proven approaches for program evaluations from the health sciences, the project will enable systematic and long-term research on open online education from a macro-, meso- and micro-perspective. In addition, this project combines fundamental and accompanying research. SOONER will be organized via three PhD-projects on 1) self-regulated learning skill acquisition in the context of OOE, 2) motivation and intentions as key to drop-out in OOE and last but not least 3) scalable support solutions for OOE including learning analytics. These projects will be framed by a Post-Doc project that focuses on the structural and organizational embedding of OOE.

All projects will start from standardized measurement instruments or will adapt those for the specific context of OOE. All projects will access several sources for their data collection: MOOCs offered by the partner institutions, open courses offered by the OpenupEd partners, courses offered by the SURF projects and institutions participating in the SURF projects. The SOONER project is connected to the MOOCKnowledge project, a European cross-provider standardized survey about MOOCs and the SCORE2020 project, a European project focusing on support needs of educational institutions for OOE. Data from these European projects will be compared to Dutch OOE initiatives and benchmarking options will be explored. All results of the project will be shared via open licenses.

Related Publications

Kasch, J., van Rosmalen, P., & Kalz, M. (2023). A Thematic Analysis of Factors Influencing Student’s Peer-Feedback Orientation. In The Power of Peer Learning: Fostering Students’ Learning Processes and Outcomes (pp. 265–287). Springer.

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Schophuizen, M., Kelly, A., Utama, C., Specht, M., & Kalz, M. (2023). Enabling educational innovation through complexity leadership? Perspectives from four Dutch universities. Tertiary Education and Management, 29, 471–490.

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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.

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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.

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Kasch, J., Rosmalen, P. V., Henderikx, M., & Kalz, M. (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.

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Julia, K., Peter, V. R., & Marco, K. (2021). Educational scalability in MOOCs: Analysing instructional designs to find best practices. Computers & Education, 161, 104054.

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Schophuizen, M., Kreijns, K., Stoyanov, S., Rosas, S., & Kalz, M. (2021). 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.

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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, Article 36.

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Henderikx, M., Lohr, A., & Kalz, M. (2019). Enjoyed or Bored? A Study into Achievement Emotions and the Association with Barriers to Learning in MOOCs. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), Transforming Learning with Meaningful Technologies (pp. 15–27). Springer International Publishing.

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Henderikx, M., & Kalz, M. (2019). Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour. In M. Calise, C. Delgado Kloos, J. Reich, J. A. Ruiperez-Valiente, & M. Wirsing (Eds.), Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge (pp. 59–69). Springer International Publishing.

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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.

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Henderikx, M., Kreijns, K., & Kalz, M. (2018). Intention-Behavior Dynamics in MOOC Learning; What Happens to Good Intentions Along the Way? 2018 Learning With MOOCS (LWMOOCS), 110–112.

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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.

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Kasch, J., Van Rosmalen, P., & Kalz, M. (2017). A Framework towards Educational Scalability of Open Online Courses.

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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.

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Henderikx, M., Kreijns, K., & Kalz, M. (2017). To change or not to change? That’s the question… on MOOC-success, barriers and their implications. European Conference on Massive Open Online Courses, 210–216.

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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.

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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.

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 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.

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

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

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.

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.

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.

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.

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.