Open Education |

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.

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.

Open Education as Social Movement? Between Evidence-Based Research and Activism

Sat, 11 Jun 2022 16:33:18 +0200

Kalz, M. (2022). Open Education as Social Movement? Between Evidence-Based Research and Activism. In: Handbook of Open, Distance and Digital Education. Springer, Singapore.

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:

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.

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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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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.

The disaggregated, networked and open future of education for sustainable development

Sat, 11 Apr 2020 16:33:18 +0200

Kalz, M., Schophuizen, M. & Türkeli, S. (2020). The disaggregated, networked and open future of education for sustainable development, In: UNESCO (Eds).), Humanistic future of learning. Perspectives from UNESCO Chairs and UNITWIN networks (S.113-116) (1. Edition). Paris: United Nations Educational, Scientific and Cultural Organization.

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.

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.

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

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.

New Learning Opportunities in a Networked World: Developing a Research Agenda on Innovative uses of ICTs for Learning and Teaching

Sun, 27 Dec 2015 13:28:01 +0200

Kirschner, P. A., Boon, J., Janssen, J., Prinsen, F., McKenney, S., Kester, L., Stoyanov, S., Westera, W., Specht, M., de Laat, M., Kalz, M. & Drachsler, H. (2015). New learning opportunities in a networked world: developing a research agenda on innovative uses of ICTS for learning and teaching. IDRC report. IDRC:Canada.