Latest publications

Kalz, M., Schophuizen, M. & Türkeli, S. (accepted). The disaggregated, networked and open future of education for sustainable development. In UNESCO (Ed.). Perspectives from UNESCO Chairs on the Futures of Education.

Eyal R., Kalman, Y. & Kalz, M. (2019) 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,DOI: 10.1080/02680513.2019.1662285

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. EC-TEL 2019. Lecture Notes in Computer Science, vol 11722. Springer, Cham. doi: 10.1007/978-3-030-29736-7_17.

Abbas M., van Rosmalen P., Kalz M. (2019) Identifying Critical Features for Formative Essay Feedback with Artificial Neural Networks and Backward Elimination. In: Scheffel M., Broisin J., Pammer-Schindler V., Ioannou A., Schneider J. (eds) Transforming Learning with Meaningful Technologies. EC-TEL 2019. Lecture Notes in Computer Science, vol 11722. Springer, Cham. doi: 10.1007/978-3-030-29736-7_30

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: Scheffel M., Broisin J., Pammer-Schindler V., Ioannou A., Schneider J. (eds) Transforming Learning with Meaningful Technologies. EC-TEL 2019. Lecture Notes in Computer Science, vol 11722. Springer, Cham. doi: 10.1007/978-3-030-29736-7_2

Pinkernell, G., Gulden, L., & Kalz, M. (2019). Automated Feedback at Task Level. Error analysis or worked out example? Which type is more effective? In Proceedings of the 14th International Conference on Technology in Mathematics Teaching.

Spilker, M., Prinsen, F., & Kalz, M. (2019). Valuing Technology-Enhanced Academic Conferences for Continuous Professional Development. A systematic literature review. Professional Development in Education. doi: 10.1080/19415257.2019.1629614

Tabuenca, B., Kalz, M., & Löhr, A. (2019). Massive open online education for environmental activism: The worldwide problem of marine litter. Sustainability. 11(10). doi: 10.3390/su11102860

Rabin, E., Kalman, Y., & Kalz, M. (2019). An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs. International Journal of Educational Technology in Higher Education. doi: 10.1186/s41239-019-0144-3

Henderikx, M., Kreijns, K., & Kalz, M. (2019). Factors influencing the pursuit of personal learning goals in MOOCs. Distance Education. 40 (2). 187-204. doi: 10.1080/01587919.2019.1600364

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. EMOOCs 2019. Lecture Notes in Computer Science, vol 11475. Springer, Cham