Latest publications

Rabin, E., Kalman, Y., & Kalz, M. (accepted). Predicting learner-centered MOOC outcomes: Satisfaction and intention-fulfillment. International Journal of Educational Technology in Higher Education.

Henderikx, M., Kreijns, K., & Kalz, M. (accepted). What hinders Learners in Pursuing their Personal Learning Goals in MOOCS? An Empirical Study on Factors influencing Barriers to Learning. Distance Education.

Henderikx, M. & Kalz, M. (accepted). Goal Setting and Striving in MOOCs. A Peek inside the Black Box of Learner Behaviour. Proceedings of eMOOCs2019: European MOOCs Stakeholder Summit. Springer. Naples, Italy. 20 – 22 May 2019.

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

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. doi: 10.1080/1475939X.2018.1528997

Henderikx M., Kreijns K., Kalz M. (2018). A Classification of Barriers that Influence Intention Achievement in MOOCs. In: Pammer-Schindler V., Pérez-Sanagustín M., Drachsler H., Elferink R., Scheffel M. (eds) Lifelong Technology-Enhanced Learning. EC-TEL 2018. Lecture Notes in Computer Science, vol 11082 (pp.3 – 15). Springer, Cham. dos: 10.1007/978-3-319-98572-5_1