http://kalz.cc/tags/phd/PhDHugoBlox Kit (https://hugoblox.com)en-usFri, 01 Aug 2025 06:59:00 +0200http://kalz.cc/media/icon_hu_1c0e9cb08cfb822a.pnghttp://kalz.cc/tags/phd/http://kalz.cc/project/phd-maria-goerlich/Fri, 01 Aug 2025 06:59:00 +0200http://kalz.cc/project/phd-maria-goerlich/<p>Project title: Competencies of primary school teachers regarding the targeted support of students who are disadvantaged by the digital divide</p> <p>Institution: Heidelberg University of Education</p> <p>Local Supervision:</p> <ul> <li>Prof. Dr. Barbara Getto (PH Zurich)</li> <li>Prof. Dr. Leonie Sibley (PH Zurich)</li> </ul> <p>The project is conducted in the context of the .</p>http://kalz.cc/project/phd-maria-spilker/Thu, 30 Jan 2025 06:59:00 +0200http://kalz.cc/project/phd-maria-spilker/<p>Project title: Academic conferences for continuing professional development and learning</p> <p>Institution: Heidelberg University of Education.</p> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Spilker, M., Prinsen, F., &amp; Kalz, M. (2020). Valuing technology-enhanced academic conferences for continuing professional development. A systematic literature review. <em>Professional Development in Education</em>, <em>46</em>(3), 482–499. <a href="https://doi.org/10.1080/19415257.2019.1629614" target="_blank" rel="noopener">https://doi.org/10.1080/19415257.2019.1629614</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/valuing-technology-enhanced-academic-conferences-for-continuing-professional-development.-a-systematic-literature-review/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>http://kalz.cc/project/phd-marlene-ganz/Thu, 30 Jan 2025 06:59:00 +0200http://kalz.cc/project/phd-marlene-ganz/<p>Project title: Development and validation of a test instrument to assess students&rsquo; data literacy: analysis, modeling, and empirical testing</p> <p>Institution: Heidelberg University of Education</p> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Ganz, M., &amp; Kalz, M. (2026). A systematic review of frameworks and measurement instruments for data literacy in higher and adult education. <em>Educational Research Review</em>, Article 100828. <a href="https://doi.org/10.1016/j.edurev.2026.100828" target="_blank" rel="noopener">https://doi.org/10.1016/j.edurev.2026.100828</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/a-systematic-review-of-frameworks-and-measurement-instruments-for-data-literacy-in-higher-and-adult-education/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>http://kalz.cc/project/phd-markus-knopfel/Fri, 12 Apr 2024 06:59:00 +0200http://kalz.cc/project/phd-markus-knopfel/<ul> <li>Title of the thesis: The world needs solutions. Students need problems. </li> <li>Defense date: 26. June 2026</li> <li>Awarding institution: Heidelberg University of Education</li> <li>Supervisors: Prof. Dr. Marco Kalz, Prof. Dr. Patric Meyer (SRH/University of Heidelberg)</li> <li>Members of the assessment commmittee: <ul> <li>Prof. dr. J. Weidlich, University of Zurich/Zurich University of Education</li> <li>Prof. dr. C. Rietz, Heidelberg University of Education</li> </ul> </li> </ul> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Knöpfel, M., Kalz, M., &amp; Meyer, P. (2024). General Problem-solving Skills Can be Enhanced by Short-time Use of Problem-Based Learning (PBL). <em>Journal of Problem Based Learning in Higher Education</em>, <em>12</em>(1), 72–91. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/general-problem-solving-skills-can-be-enhanced-by-short-time-use-of-problem-based-learning-pbl/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>http://kalz.cc/project/phd-yanay-zaguri/Sat, 19 Aug 2023 13:58:28 +0200http://kalz.cc/project/phd-yanay-zaguri/<p>Project title: Perceived Value of Learning and Development Departments in Organizations</p> <p>Institution: Open University of the Netherlands</p> <p>Co-supervision by Dr. Gila Kurtz, Holon Institute of Technology</p>http://kalz.cc/project/phd-martine-schophuizen/Fri, 18 Feb 2022 13:59:00 +0200http://kalz.cc/project/phd-martine-schophuizen/<ul> <li>Title of the thesis: Educational Innovation towards Organizational Development. The Art of Governing Open and Online Education in Dutch Higher Education Institutions</li> <li>Defense date: 18. February 2022</li> <li>Awarding institution: Open University of the Netherlands</li> <li>Promotor: Marco Kalz, Co-Promotor: Marcus Specht (Technical University Delft)</li> <li>Members of the assessment commmittee: <ul> <li>Prof. Dr. George Veletsianos, Royal Roads University, Canada</li> <li>Prof. Dr. O. Zawacki-Richter, Oldenburg University, Germany</li> <li>Prof. Dr. Wilfried Admiraal, Leiden University/University of Oslo</li> <li>Prof. Dr. Hendrik Drachsler, Open Universiteit/DIPF</li> <li>Dr. Frank de Langen, Open Universiteit</li> </ul> </li> </ul> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Schophuizen, M., Kelly, A., Utama, C., Specht, M., &amp; Kalz, M. (2023). Enabling educational innovation through complexity leadership? Perspectives from four Dutch universities. <em>Tertiary Education and Management</em>, <em>29</em>, 471–490. <a href="https://doi.org/10.1007/s11233-022-09105-8" target="_blank" rel="noopener">https://doi.org/10.1007/s11233-022-09105-8</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/enabling-educational-innovation-through-complexity-leadership-perspectives-from-four-dutch-universities/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Schophuizen, M., Kreijns, K., Stoyanov, S., Rosas, S., &amp; Kalz, M. (2021). Does project focus influence challenges and opportunities of open online education? A sub-group analysis of group-concept mapping data. <em>Journal of Computing in Higher Education</em>, <em>33</em>, 255–280. <a href="https://doi.org/10.1007/s12528-020-09264-w" target="_blank" rel="noopener">https://doi.org/10.1007/s12528-020-09264-w</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/does-project-focus-influence-challenges-and-opportunities-of-open-online-education-a-subgroup-analysis-of-groupconcept-mapping-data/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Schophuizen, M., &amp; Kalz, M. (2020). Educational innovation projects in Dutch higher education: bottom-up contextual coping to deal with organizational challenges. <em>International Journal of Educational Technology in Higher Education</em>, <em>17</em>, Article 36. <a href="https://doi.org/10.1186/s41239-020-00197-z" target="_blank" rel="noopener">https://doi.org/10.1186/s41239-020-00197-z</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/educational-innovation-projects-in-dutch-higher-education-bottom-up-contextual-coping-to-deal-with-organizational-challenges/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Schophuizen, M., Kreijns, K., Stoyanov, S., &amp; Kalz, M. (2018). Eliciting the challenges and opportunities organizations face when delivering open online education: A group-concept mapping study. <em>The Internet and Higher Education</em>, <em>36</em>, 1–12. <a href="https://doi.org/10.1016/j.iheduc.2017.08.002" target="_blank" rel="noopener">https://doi.org/10.1016/j.iheduc.2017.08.002</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/eliciting-the-challenges-and-opportunities-organizations-face-when-delivering-open-online-education-a-group-concept-mapping-study/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>http://kalz.cc/project/phd-eyal-rabin/Fri, 10 Sep 2021 13:57:31 +0200http://kalz.cc/project/phd-eyal-rabin/<ul> <li>Title of the thesis: Through the Lens of the Learner: Using Learning Analytics to Predict Learner-Centered Outcomes in Massive Open Online Courses </li> <li>Defense date: 10. September 2021</li> <li>Awarding institution: Open University of the Netherlands</li> <li>Promotor: Marco Kalz, Co-Promotor: Yoram Kalman (Open University of Israel)</li> <li>Members of the assessment commmittee: <ul> <li>Prof. dr. C. Delgado-Kloos, U3CM</li> <li>Prof. dr. Y. Eshet, Open University of Israel</li> <li>Prof. dr. M. Scheffel, Ruhr-Universität Bochum</li> <li>Prof. dr. R. Klemke, Open Universiteit</li> </ul> </li> </ul> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Rabin, E., Henderikx, M., Kalman, M., Yoram, &amp; 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. <em>Australasian Journal of Educational Technology</em>, <em>36</em>(3), 119–131. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/what-are-the-barriers-to-learners-satisfaction-in-moocs-and-what-predicts-them-the-role-of-age-intention-self-regulation-self-efficacy-and-motivation/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Rabin, E., Silber-Varod, V., Kalman, Y. M., &amp; Kalz, M. (2019). Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, &amp; J. Schneider (Eds.), <em>Transforming Learning with Meaningful Technologies</em> (pp. 224–235). Springer International Publishing. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/identifying-learning-activity-sequences-that-are-associated-with-high-intention-fulfillment-in-moocs/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Rabin, E., Kalman, Y. M., &amp; Kalz, M. (2020). The cathedral’s ivory tower and the open education bazaar–catalyzing innovation in the higher education sector. <em>Open Learning: The Journal of Open, Distance and e-Learning</em>, <em>35</em>(1), 82–99. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/the-cathedrals-ivory-tower-and-the-open-education-bazaar-catalyzing-innovation-in-the-higher-education-sector/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Rabin, E., Henderikx, M., Kalman, Y. M., &amp; Kalz, M. (2019). The Influence of Self-regulation, Self-efficacy and Motivation as Predictors of Barriers to Satisfaction in MOOCs. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, &amp; J. Schneider (Eds.), <em>Transforming Learning with Meaningful Technologies</em> (pp. 631–635). Springer International Publishing. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/the-influence-of-self-regulation-self-efficacy-and-motivation-as-predictors-of-barriers-to-satisfaction-in-moocs/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Rabin, E., Kalman, Y. M., &amp; Kalz, M. (2019). An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs. <em>International Journal of Educational Technology in Higher Education</em>, <em>16</em>, Article 14. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/an-empirical-investigation-of-the-antecedents-of-learner-centered-outcome-measures-in-moocs/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>http://kalz.cc/project/phd-maartje-henderikx/Sun, 11 Apr 2021 13:58:03 +0200http://kalz.cc/project/phd-maartje-henderikx/<ul> <li>Title of the thesis: Mind the Gap. Unravelling learner success and behaviour in Massive Open Online Courses </li> <li>Defense date: 6. September 2019</li> <li>Awarding institution: Open University of the Netherlands</li> <li>Promotor: Marco Kalz, Co-Promotor: Karel Kreijns</li> <li>Members of the assessment commmittee: <ul> <li>Prof. dr. M. Brown, Dublin City University</li> <li>Prof. dr. M. Kerres, University of Duisburg-Essen</li> <li>Prof. dr. B. Wasson, University of Bergen</li> <li>Prof. dr. F.L.J.M. Brand-Gruwel, Open Universiteit</li> </ul> </li> </ul> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., Kreijns, K., Xu, K. M., &amp; Kalz, M. (2021). Making barriers to learning in MOOCs visible. A factor analytical approach. <em>Open Praxis</em>, <em>13</em>(2), 143–159. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/making-barriers-to-learning-in-moocs-visible.-a-factor-analytical-approach/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., Lohr, A., &amp; 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, &amp; J. Schneider (Eds.), <em>Transforming Learning with Meaningful Technologies</em> (pp. 15–27). Springer International Publishing. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/enjoyed-or-bored-a-study-into-achievement-emotions-and-the-association-with-barriers-to-learning-in-moocs/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., &amp; 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, &amp; M. Wirsing (Eds.), <em>Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge</em> (pp. 59–69). Springer International Publishing. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/goal-setting-and-striving-in-moocs-a-peek-inside-the-black-box-of-learner-behaviour/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., Kreijns, K., Castano Munoz, J., &amp; Kalz, M. (2019). Factors influencing the pursuit of personal learning goals in MOOCs. <em>Distance Education</em>, <em>40</em>(2), 187–204. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/factors-influencing-the-pursuit-of-personal-learning-goals-in-moocs/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., Kreijns, K., &amp; Kalz, M. (2018). Intention-Behavior Dynamics in MOOC Learning; What Happens to Good Intentions Along the Way? <em>2018 Learning With MOOCS (LWMOOCS)</em>, 110–112. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/intention-behavior-dynamics-in-moocs-learning-what-happens-to-good-intentions-along-the-way/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M. A., Kreijns, K., &amp; Kalz, M. (2017). Refining success and dropout in massive open online courses based on the intention–behavior gap. <em>Distance Education</em>, <em>38</em>(3), 353–368. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/refining-success-and-dropout-in-massive-open-online-courses-based-on-the-intentionbehavior-gap/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Henderikx, M., Kreijns, K., &amp; Kalz, M. (2017). To change or not to change? That’s the question… on MOOC-success, barriers and their implications. <em>European Conference on Massive Open Online Courses</em>, 210–216. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/to-change-or-not-to-change-thats-the-question-on-mooc-success-barriers-and-their-implications/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>http://kalz.cc/project/phd-julia-kasch/Fri, 09 Oct 2020 13:51:01 +0200http://kalz.cc/project/phd-julia-kasch/<ul> <li>Title of the thesis: Scaling the Unscalable? Interaction and Support in Open Online Education </li> <li>Defense date: 9. October 2020</li> <li>Awarding institution: Open University of the Netherlands</li> <li>Promotor: Marco Kalz, Co-Promotor: Peter van Rosmalen (University of Maastricht)</li> <li>Members of the assessment commmittee: <ul> <li>Prof. Dr. D. Whitelock, Open University</li> <li>Prof. Dr. O. Zawacki-Richter, Oldenburg University</li> <li>Prof. Dr. S. Narciss, Technical University Dresden</li> <li>Prof. Dr. B. Joosten-ten-Brinke, Open Universiteit</li> <li>Dr. Kim Dirckx, Open Universiteit</li> </ul> </li> </ul> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Kasch, J., van Rosmalen, P., &amp; Kalz, M. (2023). A Thematic Analysis of Factors Influencing Student’s Peer-Feedback Orientation. In <em>The Power of Peer Learning: Fostering Students’ Learning Processes and Outcomes</em> (pp. 265–287). Springer. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/a-thematic-analysis-of-factors-influencing-students-peer-feedback-orientation/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Kasch, J., van Rosmalen, P., Löhr, A., Klemke, R., Antonaci, A., &amp; Kalz, M. (2021). Students’ perceptions of the peer-feedback experience in MOOCs. <em>Distance Education</em>, <em>42</em>(1), 145–163. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/students-perceptions-of-the-peer-feedback-experience-in-moocs/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Kasch, J., Rosmalen, P. V., Henderikx, M., &amp; Kalz, M. (2021). The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions. <em>Assessment &amp; Evaluation in Higher Education</em>, <em>0</em>(0), 1–14. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/the-factor-structure-of-the-peer-feedback-orientation-scale-pfos-toward-a-measure-for-assessing-students-peer-feedback-dispositions/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Julia, K., Peter, V. R., &amp; Marco, K. (2021). Educational scalability in MOOCs: Analysing instructional designs to find best practices. <em>Computers &amp; Education</em>, <em>161</em>, 104054. </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/educational-scalability-in-moocs-analysing-instructional-designs-to-find-best-practices/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Kasch, J., Van Rosmalen, P., &amp; Kalz, M. (2017). <em>A Framework towards Educational Scalability of Open Online Courses.</em> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/a-framework-towards-educational-scalability-of-open-online-courses/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>http://kalz.cc/project/phd-mohsin-abbas/Fri, 10 Jul 2020 13:58:28 +0200http://kalz.cc/project/phd-mohsin-abbas/<p>Project title: Automated formative feedback on essays using metrics, cues and visualization</p> <p>Institution: Open University of the Netherlands</p> <p>Co-supervision by Dr. Peter van Rosmalen (Maastricht University)</p> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Abbas, M., Rosmalen, P. van, &amp; Kalz, M. (2023). A Data-driven Approach for the Identification of Features for Automated Feedback on Academic Essays. <em>IEEE Transactions on Learning Technologies</em>, 1–12. <a href="https://doi.org/10.1109/TLT.2023.3320877" target="_blank" rel="noopener">https://doi.org/10.1109/TLT.2023.3320877</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/a-data-driven-approach-for-the-identification-of-features-for-automated-feedback-on-academic-essays/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Abbas, M., van Rosmalen, P., &amp; Kalz, M. (2019). Identifying Critical Features for Formative Essay Feedback with Artificial Neural Networks and Backward Elimination. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, &amp; J. Schneider (Eds.), <em>Transforming Learning with Meaningful Technologies</em> (pp. 396–408). Springer International Publishing. <a href="https://doi.org/10.1007/978-3-030-29736-7_30" target="_blank" rel="noopener">https://doi.org/10.1007/978-3-030-29736-7_30</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/identifying-critical-features-for-formative-essay-feedback-with-artificial-neural-networks-and-backward-elimination/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>http://kalz.cc/project/phd-bernardo-tabuenca/Fri, 10 Jul 2015 13:58:28 +0200http://kalz.cc/project/phd-bernardo-tabuenca/<ul> <li>Title of the thesis: Ubiquitous technology for lifelong learners</li> <li>Defense date: 10. July 2015</li> <li>Awarding institution: Open University of the Netherlands</li> <li>Promotor: Marcus Specht , Co-Promotores: Marco Kalz, Stefaan Ternier</li> <li>Members of the assessment commmittee: <ul> <li>Prof. dr. Carlos Delgado-Kloos, Universidad Carlos III de Madrid</li> <li>Prof. dr. A. Kukulska-Hulme, Open University</li> <li>Prof. dr. H.P.A. Boshuizen, Open Universiteit</li> <li>Prof. dr. P.B. Sloep, Open Universiteit</li> </ul> </li> </ul> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Tabuenca, B., Kalz, M., Drachsler, H., &amp; Specht, M. (2015). Time will tell: The role of mobile learning analytics in self-regulated learning. <em>Computers &amp; Education</em>, <em>89</em>, 53–74. <a href="https://doi.org/10.1016/j.compedu.2015.08.004" target="_blank" rel="noopener">https://doi.org/10.1016/j.compedu.2015.08.004</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/time-will-tell-the-role-of-mobile-learning-analytics-in-self-regulated-learning/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>http://kalz.cc/project/phd-dirk-boerner/Fri, 15 Nov 2013 13:58:17 +0200http://kalz.cc/project/phd-dirk-boerner/<ul> <li>Title of the thesis: Ambient Learning Displays</li> <li>Defense date: 15. November 2013</li> <li>Awarding institution: Open University of the Netherlands</li> <li>Promotor: Marcus Specht Co-Promotor: Marco Kalz</li> <li>Members of the assessment commmittee: <ul> <li>Prof. dr. E. Duval, KU Leuven</li> <li>Prof. dr. M. Milrad, Linnaeus University</li> <li>Prof. dr. L. Kester, Open Universiteit</li> <li>Prof. dr. G.G. van der Veer, Open Universiteit</li> </ul> </li> </ul> <section class="project-publications"> <h2>Related Publications</h2> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Börner, D., Kalz, M., &amp; Specht, M. (2015). It doesn’t matter, but: examining the impact of ambient learning displays on energy consumption and conservation at the workplace. <em>Environmental Education Research</em>, <em>21</em>(6), 899–915. <a href="https://doi.org/10.1080/13504622.2014.921804" target="_blank" rel="noopener">https://doi.org/10.1080/13504622.2014.921804</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/it-doesnt-matter-but-examining-the-impact-of-ambient-learning-displays-on-energy-consumption-and-conservation-at-the-workplace/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Börner, D., Kalz, M., &amp; Specht, M. (2015). It doesn’t matter, but: examining the impact of ambient learning displays on energy consumption and conservation at the workplace. <em>Environmental Education Research</em>, <em>21</em>(6), 899–915. <a href="https://doi.org/10.1016/j.compedu.2014.04.017" target="_blank" rel="noopener">https://doi.org/10.1016/j.compedu.2014.04.017</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/lead-me-gently-facilitating-knowledge-gain-through-attention-aware-ambient-learning-displays/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> <div style="margin-bottom: 1.5rem;"> <div style="padding-left: 2rem; text-indent: -2rem;"> Börner, D., Kalz, M., &amp; Specht, M. (2013). Beyond the channel: A literature review on ambient displays for learning. <em>Computers &amp; Education</em>, <em>60</em>(1), 426–435. <a href="https://doi.org/10.1016/j.compedu.2012.06.010" target="_blank" rel="noopener">https://doi.org/10.1016/j.compedu.2012.06.010</a> </div> <div style="margin-top: 0.75rem;"> <a href="http://kalz.cc/publication/beyond-the-channel-a-literature-review-on-ambient-displays-for-learning/" class="inline-flex items-center rounded-md bg-primary-600 px-3 py-2 text-sm text-white shadow-sm transition hover:bg-primary-700 focus:outline-none focus:ring-2 focus:ring-primary-500 focus:ring-offset-2" style="text-decoration: none; font-weight: 400;" > View publication details </a> </div> </section>