Latest publications

Henderikx, M., Kreijns, K., & Kalz, M. (accepted). Intention – behaviour dynamics in MOOC Learning. What happens to good
intentions along the way? In Castro, M. & Tovar, E. (Eds.) Proceedings of the Fifth Learning with MOOCs Conference. IEEE. Madrid, Spain.

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

Kasch J., van Rosmalen P., Löhr A., Ragas A., Kalz M. (2018) Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses. In: Ras E., Guerrero Roldán A. (eds) Technology Enhanced Assessment. TEA 2017. Communications in Computer and Information Science, vol 829 (pp. 54 – 68). Springer, Cham. doi: 10.1007/978-3-319-97807-9_5

Ortega-Arranz, A., Kalz, M., & Martínez-Monés, A. (2018, April). Creating engaging experiences in MOOCs through in-course redeemable rewards. In Global Engineering Education Conference (EDUCON), 2018 IEEE (pp. 1875-1882). IEEE. doi: 10.1109/EDUCON.2018.8363464

Suarez, A., Specht, M., Prinsen, F., Kalz, M., & Ternier, S. (2018). A review of the types of mobile activities in mobile inquiry-based learning. Computers & Education. 118, March 2018, 38-55. doi:10.1016/j.compedu.2017.11.004

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. doi:10.1016/j.iheduc.2017.08.002