Kalz, Prof. Dr. Marco

Woitt, S., Weidlich, J., Jivet, I., Orhan Göksün, D., Drachsler, H., & Kalz, M. (2023). Students’ feedback literacy in higher education: an initial scale validation study. Teaching in Higher Education, 1-20.  

Abbas, M., van Rosmalen, P., & Kalz, M. (2023). A data-driven approach for the identification of features for automated feedback on academic essays. IEEE Transactions on Learning Technologies. 16(6). 914-925. doi:  

Benstead, K., Brandl, A., Brouwers, T., Civera, J., Collen, S., Csaba, D. L., Kalz, M. ... & O'Higgins, N. (2023). An inter-specialty cancer training programme curriculum for Europe. European Journal of Surgical Oncology, 49(9), 106989. doi:  

Weidlich, J., & Kalz, M. (2023). How well does teacher education prepare for teaching with technology? A TPACK-based investigation at a university of education. European Journal of Teacher Education, 1-21. doi:  

Kulaksız, T., Steinbacher, J. & Kalz, M. (2023). Technology-Enhanced Learning in the Education of Oncology Medical Professionals: A Systematic Literature Review. Journal of Cancer Education.
Ortega-Arranz, A., Asensio-Pérez, J. I., Martínez-Monés, A., Bote-Lorenzo, M. L., Ortega-Arranz, H., & Kalz, M. (2022). GamiTool: Supporting Instructors in the Gamification of MOOCs. IEEE Access.  
Fomynikh, M., Weidlich, J., Kalz, M. (2022). What do they TEL(L)? A systematic analysis of master programs in technology-enhanced learning. International Journal of Educational Technology in Higher Education. 19(1).  
Weidlich, J., & Kalz, M. (2021). Exploring Predictors of Instructional Resilience during Emergency Remote Teaching in Higher Education. International Journal of Educational Technology in Higher Education. 18(43).  
Kasch, J., Van Rosmalen, P., Henderikx, M., & Kalz, M. (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, 47(1). 15-28.  
Kasch, J., Van Rosmalen, P. & Kalz, M. (2021). Educational scalability in MOOCs: Analysing instructional designs to find best practices. Computers & Education, 161, 104054.
[141] Kasch, J., van Rosmalen, P., Löhr, A., Klemke, R., Antonaci, A., & Kalz, M. (2021). Students’ perceptions of the peer-feedback experience in MOOCs. Distance Education, 42(1), 145-163.
[140] Tabuenca, B., Börner, D., & Kalz, M. (2021). Effects of an ambient learning display on noise levels and perceived learning in a secondary school. IEEE Transactions on Learning Technologies, 14(1), 69-80.

[139] Schophuizen, M., Kreijns, K., Stoyanov, S., Rosas, S., & Kalz, M. (2020). Does project focus influence challenges and opportunities of open online education? A sub-group analysis of group-concept mapping data. Journal of Computing in Higher Education, 33(2). 255-280.

[138] Zawacki-Richter,…. Kalz, ….. et al. (2020). Elements of open education - an invitation for future research. (2020). International Review of Research in Open and Distributed Learning, 21(3), 319-334.
[136] Schophuizen, M., Kalz, M. (2020). Educational innovation projects in Dutch higher education: bottom-up contextual coping to deal with organizational challenges. International Journal of Educational Technology in Higher Education. 17. doi: 10.1186/s41239-020-00197-z
[135] Rabin, E., Henderikx, M., Kalman, Y. M., & 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. Australasian Journal of Educational Technology, 36(3), 119–131.

[122] Tabuenca, B., Kalz, M., & Löhr, A. (2019). Massive Open Online Education for Environmental Activism: The Worldwide Problem of Marine Litter. Sustainability, 11(10), 2860.
[123] Spilker, M., Prinsen, F., & Kalz, M. (2019). Valuing technology-enhanced academic conferences for continuing professional development. A systematic literature review. Professional Development in Education, 46(3). 482-499.
[124] 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
[125] Rabin, E., Kalman, Y. M., & Kalz, M. (2019). An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs. International Journal of Educational Technology in Higher Education, 16(1), 14. doi: 10.1186/s41239-019-0144-3
[114] Castaño-Muñoz, J., Kalz, M., Kreijns, K., & Punie, Y. (2018). Who is taking MOOCs for teachers’ professional development?: Evidence from Spain. Technology, Pedagogy and Education. 27 (5). 607 – 624. doi: 10.1080/1475939X.2018.1528997
[115] Tabuenca, B., Kalz, M., & Löhr, A. (2018). MoocCast: evaluating mobile-screencast for online courses. Universal Access in the Information Society, 17(4), 745-753.
[116] 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
[104] Kasch, J., Van Rosmalen, P,, & Kalz, M. (2017). A Framework Towards Educational Scalability of Open Online Courses. Journal of Universal Computer Science. 23 (9). 845-867.
[105] Suarez, A., Specht, M., Prinsen, F., Kalz, M., & Ternier, S. (2017). 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
[106] Lohr, A., Savelli, H., Beunen, R., Kalz, M., Ragas, A., & van Belleghem, F. (2017). Solutions for global marine litter pollution. Current Opinion in Environmental Sustainability. 28, October 2017. 90-99. doi:10.1016/j.cosust.2017.08.009
[107] Henderikx, M., Kreijns, K. ,& Kalz, M. (2017). Refining Success and Dropout in Massive Open Online Courses. Distance Education. 38 (3). 353-368. doi:10.1080/01587919.2017.1369006
[108] Jansen, R. S., Van Leeuwen, A., Janssen, J., Kester, L., & Kalz, M. (2017). Validation of the self-regulated online learning questionnaire. Journal of Computing in Higher Education. 29 (1). 6 – 27. doi:10.1007/s12528-016-9125-x
[109] Castaño-Muñoz, J., Kreijns, K., Kalz, M., & Punie, Y. (2017). Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey. Journal of Computing in Higher Education, 29 (1). 28–46. doi:10.1007/s12528-016-9123-z
[110] Al Lily…Kalz.. et al. (2017). Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology. Information Development. 33 (3). 270 – 288. doi: 10.1177/0266666916646415
[100] Drachsler, H., & Kalz, M. (2016). The MOOC and learning analytics innovation cycle (MOLAC): a reflective summary of ongoing research and its challenges. Journal of Computer Assisted Learning, 32(3), 281-290. 10.1111/jcal.12135
[88] Tabuenca, B., Kalz, M., Drachsler, H., & Specht, M. (2015). Time will tell: The role of mobile learning analytics in self-regulated learning. Computers & Education. 89, 53-74. doi: 10.1016/j.compedu.2015.08.004
[89] Kalz, M., Kreijns, K., Walhout, J., Castaño-Munoz, J., Espasa, A., & Tovar, E. (2015) Establishing a European cross-provider data collection about open online courses. The International Review of Research in Open and Distributed Learning (IRRODL). 16(6), 62-77.
[90] Tabuenca, B.; Kalz, M.; Ternier, S.; Specht, M. (2015). Stop and Think: Exploring Mobile Notifications to Foster Reflective Practice on Meta-Learning. IEEE Transactions on Learning Technologies, 8(1),124-135.
[91] Börner, D., Kalz, M., & Specht, M. (2015). It doesn’t matter, but: examining the impact of ambient learning displays on energy consumption and conservation at the workplace. Environmental Education Research, 21(6), 899-915. doi:10.1080/13504622.2014.921804
[72] Tabuenca, B., Kalz, M., Ternier, S., & Specht, M. (2014). Mobile authoring of open educational resources for authentic learning scenarios. Universal Access in the Information Society. 1 – 15.
[73] Kalz, M, van Bruggen, J., Giesbers, B., Waterink, W., Eshuis, J., & Koper, R. (2014). A study about placement support using semantic similarity. Journal of Educational Technology & Society. 17(3). 54-64. 
[74] Börner, D., Kalz, M., & Specht, M. (2014). Lead me gently: Facilitating knowledge gain through attention-aware ambient learning displays. Computers & Education. Volume 78, September 2014. 10-19, doi: 10.1016/j.compedu.2014.04.017.
[75] Kalz, M., Lenssen, N., Felzen, M., Rossaint, R., Tabuenca, B., Specht, M., & Skorning, M. (2014). Smartphone Apps for Cardiopulmonary Resuscitation Training and Real Incident Support: A Mixed-Methods Evaluation Study. Journal of Medical Internet Research, 16(3), e89. doi:10.2196/jmir.2951
[76] Kalz, M., & Specht, M. (2014). Assessing the crossdisciplinarity of technology-enhanced learning with science overlay maps and diversity measures. British Journal of Educational Technology. 45(3), 415 – 427. doi: 10.1111/bjet.12092
[57] Börner, D., Kalz, M., & Specht, M. (2013). Beyond the channel: A literature review on ambient displays for learning. Computers & Education. 60 (1), 1-10.
[47] Van der Baaren, J., Skorning, M., Kalz, M., Kicken, W., & Biermann, H. (2012). An Open Educational Resource for minimal online resuscitation training. Resuscitation, 83 (S1). e111.
[48] Ternier, S., Klemke, R., Kalz, M., Van Ulzen, P., & Specht, M. (2012). ARLearn: augmented reality meets augmented virtuality. Journal of Universal Computer Science, 18(15), 2143-2164.
[43] Berlanga, A., Kalz, M., Stoyanov, S., van Rosmalen, P., Smithies, A., & Braidman, I. (2011). Language Technologies to Support Formative Feedback. International Journal of Educational Technology & Society. 14 (4). 11-20.
[35] Klemke, R., Kalz, M., Ternier, S., & Specht, M. (2010). Implementing infrastructures for managing learning objects. British Journal of Educational Technology. 41 (6).
[16] Kalz, M, van Bruggen, J., Rusmann, El, Giesbers, B. & Koper, R. (2007). Positioning of Learners in Learning Networks with Content-Analysis, Metadata and Ontologies. Interactive Learning Environments,15, 191-200.
 

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