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In 2020, Higher Education institutions were pressed to swiftly implement online-based teaching. Among many challenges associated with this, lecturers in Higher Education needed to promptly and flexibly adapt their teaching to these circumstances. This investigation adopts a resilience framing in order to shed light on which specific challenges were associated with this sudden switch and what helped an international sample of Higher Education lecturers (N = 102) in coping with these challenges. Results suggest that Emergency Remote Teaching was indeed challenging and quality of teaching was impeded but these effects are more nuanced than expected. Lecturers displayed instructional resilience by maintaining teaching quality despite difficulties of Emergency Remote Teaching and our exploration of predictors shows that personality factors as well as prior experience may have supported them in this. Our findings may contribute to the emerging literature surrounding Emergency Remote Teaching and contributes a unique resilience perspective to the experiences of Higher Education lecturers.
Joshua Weidlich; Marco Kalz. Exploring predictors of instructional resilience during emergency remote teaching in higher education. International Journal of Educational Technology in Higher Education 2021, 18, 1 .
AMA StyleJoshua Weidlich, Marco Kalz. Exploring predictors of instructional resilience during emergency remote teaching in higher education. International Journal of Educational Technology in Higher Education. 2021; 18 (1):1.
Chicago/Turabian StyleJoshua Weidlich; Marco Kalz. 2021. "Exploring predictors of instructional resilience during emergency remote teaching in higher education." International Journal of Educational Technology in Higher Education 18, no. 1: 1.
This study reports on the quantitative findings of an exploratory sequential mixed methods study in which the underlying factor structure of students’ peer-feedback orientation (i.e. openness to provide and receive peer-feedback) was investigated. Building on the qualitative findings of a previous study in which the ‘peer-feedback orientation’ concept was introduced, an online survey was developed to collect data among higher education students (N = 148). An exploratory factor analysis produced a five-factor solution including the dimensions: accountability, communicativeness, utility, self-efficacy and receptivity. The practical value of the results lies in having a measure of students’ peer-feedback orientation that provides teachers and researchers with an instrument for understanding students’ dispositions toward receiving and providing peer-feedback.
Julia Kasch; Peter Van Rosmalen; Maartje Henderikx; Marco Kalz. The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions. Assessment & Evaluation in Higher Education 2021, 1 -14.
AMA StyleJulia Kasch, Peter Van Rosmalen, Maartje Henderikx, Marco Kalz. The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions. Assessment & Evaluation in Higher Education. 2021; ():1-14.
Chicago/Turabian StyleJulia Kasch; Peter Van Rosmalen; Maartje Henderikx; Marco Kalz. 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 , no. : 1-14.
Recent reviews addressing the impact of noise exposure in teaching and learning situations conclude negative effects on learning performance. Providing objective real-time feedback on noise is key for teachers and students to adjust it into suitable levels. This experimental work presents the results from a study exploring the visual feedback based on noise level and the impact on students’ (n = 198) perceived learning performance collected in 24 sessions. The results suggest persuasive effects of the ambient display on the groups and an improvement of noise awareness in students. Measurements of perceived learning-performance, and perceived noise were collected and correlated with the objective noise samples concluding poorer perceived learning performance in noisiest groups. Finally, implications for further research as well as lessons learned to moderate noise levels in classrooms using ambient displays are discussed.
Bernardo Tabuenca; Dirk Börner; Marco Kalz. Effects of an ambient learning display on noise levels and perceived learning in a secondary school. 2021, 1 .
AMA StyleBernardo Tabuenca, Dirk Börner, Marco Kalz. Effects of an ambient learning display on noise levels and perceived learning in a secondary school. . 2021; ():1.
Chicago/Turabian StyleBernardo Tabuenca; Dirk Börner; Marco Kalz. 2021. "Effects of an ambient learning display on noise levels and perceived learning in a secondary school." , no. : 1.
Various studies advocate training students prior to a peer-feedback activity to ensure high quality of feedback. Next to investing in students’ peer-feedback skills, it is important to focus on the underlying perceptions since perceptions influence learning behavior. We implemented an online peer-feedback training session in a massive open online course and examined students’ perceptions of peer-feedback and training focusing on their willingness, perceived usefulness, perceived preparedness, and general attitude; and students’ peer-feedback experience and its relation to their perception. Analysis of a perception survey from 259 students revealed that the amount of prior experience results in significant differences in students’ perception. Students without prior peer-feedback experience scored higher on willingness, usefulness, preparedness, and general attitude compared to students with some prior experience. Those with a lot of experience showed the strongest positive perception scores. No significant differences for the effect of training on perception could be measured with the available data.
Julia Kasch; Peter van Rosmalen; Ansje Löhr; Roland Klemke; Alessandra Antonaci; Marco Kalz. Students’ perceptions of the peer-feedback experience in MOOCs. Distance Education 2021, 42, 145 -163.
AMA StyleJulia Kasch, Peter van Rosmalen, Ansje Löhr, Roland Klemke, Alessandra Antonaci, Marco Kalz. Students’ perceptions of the peer-feedback experience in MOOCs. Distance Education. 2021; 42 (1):145-163.
Chicago/Turabian StyleJulia Kasch; Peter van Rosmalen; Ansje Löhr; Roland Klemke; Alessandra Antonaci; Marco Kalz. 2021. "Students’ perceptions of the peer-feedback experience in MOOCs." Distance Education 42, no. 1: 145-163.
Massive open online course (MOOC) participants face diverse barriers that prevent them from feeling satisfied with participating in online courses. This study identified those barriers and their predictors. Using pre- and post-questionnaires, MOOC participants reported several characteristics and their barriers to satisfaction during the course. Exploratory factor analysis identified three kinds of barriers. The effects of participants´ age, gender, level of self-efficacy, motivation, self-regulated learning skills and the intention to complete the course were used as predictors of those barriers to satisfaction. The barrier lack of interestingness/relevance was predicted by the self-regulation indices of self-evaluation, study-strategy and help-seeking. The barrier lack of time/bad planning was predicted by the self-regulation indices of goal setting, time management and study strategy and by the age of the respondent. The barrier lack of knowledge/technical problem was predicted by the level of self-efficacy, extrinsic motivation and the self-regulation index of time management, as well as by the behavioural intention to complete the course. Furthermore, an index averaging the extent of the barriers was predicted by the self-regulation indices of goal setting and study strategy, the level of self-efficacy and the level of extrinsic motivation. Theoretical and practical implications are discussed in order to help MOOC participants, instructors and designers to enhance learner satisfaction.
Eyal Rabin; Maartje Henderikx; M. Kalman Yoram; Marco Kalz. What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation. Australasian Journal of Educational Technology 2020, 36, 119 -131.
AMA StyleEyal Rabin, Maartje Henderikx, M. Kalman Yoram, Marco Kalz. What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation. Australasian Journal of Educational Technology. 2020; 36 (3):119-131.
Chicago/Turabian StyleEyal Rabin; Maartje Henderikx; M. Kalman Yoram; Marco Kalz. 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." Australasian Journal of Educational Technology 36, no. 3: 119-131.
Positioning in learning networks is a process that assists learners in finding a starting point and an efficient route through the network that will foster competence building. In the past we have explored computational approaches to positioning based on the contents of the learning network and the behaviour of those participating in it, more or less ignoring different efforts to stimulate positioning and competence development from a top-down perspective. In this paper we introduce a research agenda for positioning in learning networks, discuss several cases and give an outlook on the development of a positioning service for learning networks.
Marco Kalz; Jan Van Bruggen; Ellen Rusman; Bas Giesbers; Rob Koper. Positioning of learners in learning networks with content, metadata and ontologies. 2019, 1 .
AMA StyleMarco Kalz, Jan Van Bruggen, Ellen Rusman, Bas Giesbers, Rob Koper. Positioning of learners in learning networks with content, metadata and ontologies. . 2019; ():1.
Chicago/Turabian StyleMarco Kalz; Jan Van Bruggen; Ellen Rusman; Bas Giesbers; Rob Koper. 2019. "Positioning of learners in learning networks with content, metadata and ontologies." , no. : 1.
Learners join MOOCs (Massive Open Online Courses) with a variety of intentions. The fulfillment of these initial intentions is an important success criterion in self-paced and open courses. Using post course self-reported data enabled us to divide the participants to those who fulfilled the initial intentions (high-IF) and those who did not fulfill their initial intentions (low-IF). We used methods adapted from natural language processing (NLP) to analyze the learning paths of 462 MOOC participants and to identify activities and activity sequences of participants in the two groups. Specifically, we used n-gram analysis to identify learning activity sequences and keyness analysis to identify prominent learning activities. These measures enable us to identify the differences between the two groups. Differences can be seen at the level of single activities, but major differences were found when longer n-grams were used. The high-IF group showed more consistency and less divergent learning behavior. High-IF was associated, among other things, with study patterns of sequentially watching video lectures. Theoretical and practical suggestions are introduced in order to help MOOC developers and participants to fulfill the participants’ learning intentions.
Eyal Rabin; Vered Silber-Varod; Yoram M. Kalman; Marco Kalz. Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs. Transactions on Petri Nets and Other Models of Concurrency XV 2019, 224 -235.
AMA StyleEyal Rabin, Vered Silber-Varod, Yoram M. Kalman, Marco Kalz. Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs. Transactions on Petri Nets and Other Models of Concurrency XV. 2019; ():224-235.
Chicago/Turabian StyleEyal Rabin; Vered Silber-Varod; Yoram M. Kalman; Marco Kalz. 2019. "Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 224-235.
Will open education replace traditional higher education, or augment it? Digital innovation in the higher education sector is fuelling speculation about the transformation of higher education and the future role of universities. Much of the speculation makes questionable implicit assumptions about current and future business models in the higher education sector. This conceptual paper applies an innovation management perspective to critically examine the use and misuse of the business model concept in the context of digital innovation in the higher education sector. Using Raymond’s metaphor of the cathedral and the bazaar which contrasted traditional commercial software development (the cathedral) with open source software development (the bazaar). We analogise this relationship with the relationship between ‘cathedral-type’ business models in traditional higher education (e.g. universities) and ‘bazaar-type’ business models in open education (e.g. open educational resource publishers). Using the historical perspective we now have on the software industry’s evolution we critique the ubiquitous replacement narrative of destruction and disruption of the sector, and propose an alternative narrative of interdependence and mutual innovative catalysis. We predict that higher education ecosystems will be based on synergistic relationships between organisations that represent many gradations on the continuum between ‘cathedral-type’ and ‘bazaar-type’ organisations.
Eyal Rabin; Yoram M Kalman; Marco Kalz. 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 2019, 35, 82 -99.
AMA StyleEyal Rabin, Yoram M Kalman, Marco Kalz. 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. 2019; 35 (1):82-99.
Chicago/Turabian StyleEyal Rabin; Yoram M Kalman; Marco Kalz. 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 35, no. 1: 82-99.
MOOCs are accessible online personal development opportunities in which learners can expand their knowledge on many topics. Yet, the experience of barriers to learning often hinders learners from achieving their personal learning goals. Therefore, it is important to have insight into determinants that may influence the experience of (certain) barriers. This study investigated whether the emotional determinants enjoyment and boredom, which are known to impact learner achievement and motivation, affect the experience of (specific) barriers while learning in MOOCs. The results show that boredom did affect the experience of barriers related to technical and online related skills, social context and time, support and motivation, yet it did not affect the experience of barriers related to the design of the MOOC. Enjoyment was not correlated to any of the barriers. Furthermore, the same analysis comparing men to women again revealed that boredom did not significantly affect the experience of barriers related to the design of the MOOC, yet did significantly affect the experience of the other barriers. No, significant differences were found between males and females These findings may serve as input for supporting learners in achieving their individual learning goals.
Maartje Henderikx; Ansje Lohr; Marco Kalz. Enjoyed or Bored? A Study into Achievement Emotions and the Association with Barriers to Learning in MOOCs. Transactions on Petri Nets and Other Models of Concurrency XV 2019, 15 -27.
AMA StyleMaartje Henderikx, Ansje Lohr, Marco Kalz. Enjoyed or Bored? A Study into Achievement Emotions and the Association with Barriers to Learning in MOOCs. Transactions on Petri Nets and Other Models of Concurrency XV. 2019; ():15-27.
Chicago/Turabian StyleMaartje Henderikx; Ansje Lohr; Marco Kalz. 2019. "Enjoyed or Bored? A Study into Achievement Emotions and the Association with Barriers to Learning in MOOCs." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 15-27.
For predicting and improving the quality of essays, text analytic metrics (surface, syntactic, morphological and semantic features) can be used to provide formative feedback to the students. In this study, the intent was to find a small number of features that exhibit a fair proxy of the scores given by the human raters. Using an existing corpus and a text analysis tool for the Dutch language, a large number of features were extracted. Artificial neural networks, Levenberg Marquardt algorithm and backward elimination were used to reduce the number of extracted features automatically. Irrelevant features were eliminated based on the inter-rater agreement between predicted and human scores calculated using Cohen’s Kappa (\(\kappa \)). By using our algorithm, the number of features in this study was reduced from 457 to 23. The selected features were grouped into six different categories. Of these categories, we believe that the features present in the groups “Word Difficulty” and “Lexical Diversity” are most useful for providing automated formative feedback to the students. The approach presented in this research paper is the first step towards our ultimate goal of providing meaningful formative feedback to the students for enhancing their writing skills and capabilities.
Mohsin Abbas; Peter Van Rosmalen; Marco Kalz. Identifying Critical Features for Formative Essay Feedback with Artificial Neural Networks and Backward Elimination. Transactions on Petri Nets and Other Models of Concurrency XV 2019, 396 -408.
AMA StyleMohsin Abbas, Peter Van Rosmalen, Marco Kalz. Identifying Critical Features for Formative Essay Feedback with Artificial Neural Networks and Backward Elimination. Transactions on Petri Nets and Other Models of Concurrency XV. 2019; ():396-408.
Chicago/Turabian StyleMohsin Abbas; Peter Van Rosmalen; Marco Kalz. 2019. "Identifying Critical Features for Formative Essay Feedback with Artificial Neural Networks and Backward Elimination." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 396-408.
This study focuses on identifying the barriers to satisfaction of MOOC participants, and the predictors of these barriers. Five hundred and forty-two English as a Second Language MOOC participants responded to pre- and post-questionnaires. Using exploratory factor analysis three kinds of barriers were identified, namely: ‘Lack of interestingness/relevance’, ‘Lack of time/bad planning’ and ‘Lack of knowledge/technical problem’. The effects of the participant’s age, gender and level of self-efficacy, motivation, self-regulation learning skills and the intention to complete the course were analyzed as predictors of those barriers. Theoretical and practical implications regarding online learner satisfaction are discussed.
Eyal Rabin; Maartje Henderikx; Yoram M. Kalman; Marco Kalz. The Influence of Self-regulation, Self-efficacy and Motivation as Predictors of Barriers to Satisfaction in MOOCs. Algorithms and Data Structures 2019, 631 -635.
AMA StyleEyal Rabin, Maartje Henderikx, Yoram M. Kalman, Marco Kalz. The Influence of Self-regulation, Self-efficacy and Motivation as Predictors of Barriers to Satisfaction in MOOCs. Algorithms and Data Structures. 2019; ():631-635.
Chicago/Turabian StyleEyal Rabin; Maartje Henderikx; Yoram M. Kalman; Marco Kalz. 2019. "The Influence of Self-regulation, Self-efficacy and Motivation as Predictors of Barriers to Satisfaction in MOOCs." Algorithms and Data Structures , no. : 631-635.
This review presents a systematic search for and analysis of the state of the art concerning research (1993–2018) on technology-enhanced conferences for academics’ professional development. Fifty-nine scientific publications were included in the review which analyses them through the lens of the value creation framework. Conference formats are undergoing innovations focussed on amplifying social learning, and the role of technologies to enrich this new landscape is being explored. Initial results indicated that while new practices are emerging, a coherent perspective on technology-enhanced continuing professional development to help understand and inform the transition towards learning conferences was lacking across the literature. For instance, traditional evaluations of conferences, such as satisfaction surveys applied by the end of the conference, are not yet taking into account the full range of possible values created through participation in conferences. In addition, results about the use of social media for community building and enduring professional development remain inconclusive, and a more guided approach towards the application of social media at academic conferences is needed. The Value Creation Framework seems to be an appropriate conceptual framework for understanding the impact of conference attendance for the development of (digital) professional competences of academics.
Maria Spilker; Fleur Prinsen; Marco Kalz. Valuing technology-enhanced academic conferences for continuing professional development. A systematic literature review. Professional Development in Education 2019, 46, 482 -499.
AMA StyleMaria Spilker, Fleur Prinsen, Marco Kalz. Valuing technology-enhanced academic conferences for continuing professional development. A systematic literature review. Professional Development in Education. 2019; 46 (3):482-499.
Chicago/Turabian StyleMaria Spilker; Fleur Prinsen; Marco Kalz. 2019. "Valuing technology-enhanced academic conferences for continuing professional development. A systematic literature review." Professional Development in Education 46, no. 3: 482-499.
(1) The amount of plastic discharges in the environment has drastically increased in the last decades negatively affecting aquatic ecosystems, societies, and the world economy. The policies initiated to deal with this problem are insufficient and there is an urgency to initiate local actions based on a deep understanding of the factors involved. (2) This paper investigates the potential of massive open online courses (MOOCs) to spread environmental education. Therefore, the conclusions drawn from the implementation of a MOOC to combat the problem of marine litter in the world are presented. (3) This work describes the activity of 3632 participants from 64 countries taking an active role presenting useful tools, connecting them with the main world associations, and defining applied action plans in their local area. Pre- and post-questionnaires explore behavioral changes regarding the actions of participants to combat marine litter. The role of MOOCs is contrasted with social media, formal education, and informal education. (4) Findings suggest that MOOCs are useful instruments to promote environmental activism, and to develop local solutions to global problems, for example, clean beaches, supplanting plastic bottles, educational initiatives, and prohibition of single-use plastic.
Bernardo Tabuenca; Marco Kalz; Ansje Löhr. Massive Open Online Education for Environmental Activism: The Worldwide Problem of Marine Litter. Sustainability 2019, 11, 2860 .
AMA StyleBernardo Tabuenca, Marco Kalz, Ansje Löhr. Massive Open Online Education for Environmental Activism: The Worldwide Problem of Marine Litter. Sustainability. 2019; 11 (10):2860.
Chicago/Turabian StyleBernardo Tabuenca; Marco Kalz; Ansje Löhr. 2019. "Massive Open Online Education for Environmental Activism: The Worldwide Problem of Marine Litter." Sustainability 11, no. 10: 2860.
Reaching goals can be challenging, especially if they are not in the near future like with learning in MOOCs. The aim of this explorative study was to get insight in this goal achievement process, which can help to understand learner behaviour. Two research questions were examined namely: (1) what goals do learners set, and do they succeed in reaching these goals? and (2) how does the course of action of several learners look taking Gollwitzer’s Rubikon model of action phases as a guideline? We found that even though learners did not achieve the goals they set, they were still generally satisfied with the knowledge they gained. In addition, learners went more or less intuitively through the theorised action phases, yet typically did not take the time to deliberately plan (before the start) and evaluate (after finishing) their learning process. This insight can serve as starting point for developing supporting tools for learners and personalised dashboards, which can offer the tools at appropriate times in a learner’s course of action.
Maartje Henderikx; Marco Kalz. Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour. Computer Vision 2019, 59 -69.
AMA StyleMaartje Henderikx, Marco Kalz. Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour. Computer Vision. 2019; ():59-69.
Chicago/Turabian StyleMaartje Henderikx; Marco Kalz. 2019. "Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour." Computer Vision , no. : 59-69.
This research revealed the antecedes of two learner-centered outcome measures of success in massive open online courses (MOOCs): learner satisfaction and learner intention-fulfillment. Previous studies used success criteria from formal education contexts placing retention and completion rates as the ultimate outcome measures. We argue that the suggested learner-centered outcomes are more appropriate for measuring success in non-formal lifelong learning settings because they are focused on the learner’s intentions, rather than the intentions of the course developer. The behavioural measures of 125 MOOC participants who answered a pre- and a post-questionnaire were harvested. The analysis revealed that learner satisfaction was directly affected by: the importance of the MOOC’s benefits; online self-regulated learning - goal setting; number of video lectures accessed; and, perceived course usability. Age and the number of quizzes accessed indirectly effected learner satisfaction, through perceived course usability and through number of video lectures accessed. Intention-fulfillment was directly affected by: gender; the importance of the MOOC’s benefits; online self-regulated learning - goal setting; the number of quizzes accessed; the duration of participation; and, perceived course usability. Previous experience with MOOCs and the importance of MOOC’s benefits, indirectly affected intention-fulfillment through the number of quizzes accessed and perceived course usability.
Eyal Rabin; Yoram M. Kalman; Marco Kalz. An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs. International Journal of Educational Technology in Higher Education 2019, 16, 14 .
AMA StyleEyal Rabin, Yoram M. Kalman, Marco Kalz. An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs. International Journal of Educational Technology in Higher Education. 2019; 16 (1):14.
Chicago/Turabian StyleEyal Rabin; Yoram M. Kalman; Marco Kalz. 2019. "An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs." International Journal of Educational Technology in Higher Education 16, no. 1: 14.
Hereby a 150 word MOOCs are promising opportunities for lifelong learning, but as promising as these learning opportunities seem, many learners do not succeed in pursuing their personal learning goals. Barriers to learning are the main reason for not finishing the intended (parts of the) MOOCs. This study addressed the question whether the factors age, gender, educational level, and online learning experience affect barriers faced while learning in MOOCs. The results show that it is challenging to combine work and family life with lifelong (online) learning activities, especially for learners in their early adulthood and mid-life. However, more experience with online learning positively affects individuals’ ability to cope with these challenges. Also, learners with a lower educational level may experience a lack of knowledge or difficulties with the course content. These findings may serve as input to inform potentially vulnerable learners about these issues and support them in successfully achieving their personal learning goals.
Maartje Henderikx; Karel Kreijns; Jonatan Castaño Muñoz; Marco Kalz. Factors influencing the pursuit of personal learning goals in MOOCs. Distance Education 2019, 40, 187 -204.
AMA StyleMaartje Henderikx, Karel Kreijns, Jonatan Castaño Muñoz, Marco Kalz. Factors influencing the pursuit of personal learning goals in MOOCs. Distance Education. 2019; 40 (2):187-204.
Chicago/Turabian StyleMaartje Henderikx; Karel Kreijns; Jonatan Castaño Muñoz; Marco Kalz. 2019. "Factors influencing the pursuit of personal learning goals in MOOCs." Distance Education 40, no. 2: 187-204.
Jonatan Castaño-Muñoz; Marco Kalz; Karel Kreijns; Yves Punie. Who is taking MOOCs for teachers’ professional development on the use of ICT? A cross-sectional study from Spain. Technology, Pedagogy and Education 2018, 27, 607 -624.
AMA StyleJonatan Castaño-Muñoz, Marco Kalz, Karel Kreijns, Yves Punie. Who is taking MOOCs for teachers’ professional development on the use of ICT? A cross-sectional study from Spain. Technology, Pedagogy and Education. 2018; 27 (5):607-624.
Chicago/Turabian StyleJonatan Castaño-Muñoz; Marco Kalz; Karel Kreijns; Yves Punie. 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, no. 5: 607-624.
In this study, we introduce a model that captures and visualizes the dynamical process of individual intention forming and the translation of this intention into actual behavior when learning in MOOCs. To validate the model and further our understanding of learning in MOOCs, we constructed a short survey based on this theoretically grounded intention-behavior dynamics model. This survey was sent to MOOC learners who at the time of their respective MOOCs indicated that we could contact them for further research purposes. The combination of open and closed questions referred to the most recent MOOC they took and was answered by 84 learners. The results revealed that most learners start a MOOC with a specific intention in mind, but that nearly one third of these learners reformulates this initial intention, once or more often, at some point due to barriers they encounter which hinder or prevent them from reaching their individual intentions. These barriers are mainly non-MOOC related, which may be valuable input for future research as well as guide the development of interventions for supporting learners to reach their personal learning intentions.
Maartje Henderikx; Karel Kreijns; Marco Kalz. Intention-Behavior Dynamics in MOOC Learning; What Happens to Good Intentions Along the Way? 2018 Learning With MOOCS (LWMOOCS) 2018, 110 -112.
AMA StyleMaartje Henderikx, Karel Kreijns, Marco Kalz. Intention-Behavior Dynamics in MOOC Learning; What Happens to Good Intentions Along the Way? 2018 Learning With MOOCS (LWMOOCS). 2018; ():110-112.
Chicago/Turabian StyleMaartje Henderikx; Karel Kreijns; Marco Kalz. 2018. "Intention-Behavior Dynamics in MOOC Learning; What Happens to Good Intentions Along the Way?" 2018 Learning With MOOCS (LWMOOCS) , no. : 110-112.
There is scarcity of research on scalable peer-feedback design and student’s peer-feedback perceptions and therewith their use in Massive Open Online Courses (MOOCs). To address this gap, this study explored the use of peer-feedback design with the purpose of getting insight into student perceptions as well as into providing design guidelines. The findings of this pilot study indicate that peer-feedback training with the focus on clarity, transparency and the possibility to practice beforehand increases students willingness to participate in future peer-feedback activities and training, increases their perceived usefulness, preparedness and general attitude regarding peer-feedback. The results of this pilot will be used as a basis for future large-scale experiments to compare different designs.
Julia Kasch; Peter Van Rosmalen; Ansje Löhr; Ad Ragas; Marco Kalz. Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses. Communications in Computer and Information Science 2018, 54 -68.
AMA StyleJulia Kasch, Peter Van Rosmalen, Ansje Löhr, Ad Ragas, Marco Kalz. Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses. Communications in Computer and Information Science. 2018; ():54-68.
Chicago/Turabian StyleJulia Kasch; Peter Van Rosmalen; Ansje Löhr; Ad Ragas; Marco Kalz. 2018. "Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses." Communications in Computer and Information Science , no. : 54-68.
Maartje Henderikx; Karel Kreijns; Marco Kalz. A Classification of Barriers that Influence Intention Achievement in MOOCs. Privacy Enhancing Technologies 2018, 3 -15.
AMA StyleMaartje Henderikx, Karel Kreijns, Marco Kalz. A Classification of Barriers that Influence Intention Achievement in MOOCs. Privacy Enhancing Technologies. 2018; ():3-15.
Chicago/Turabian StyleMaartje Henderikx; Karel Kreijns; Marco Kalz. 2018. "A Classification of Barriers that Influence Intention Achievement in MOOCs." Privacy Enhancing Technologies , no. : 3-15.