2023

Schulze, A., & Kalz, M. (2023). Mobiles Lernen im Zeitalter der Mobilität und Postdigitalität. In Brandhofer, G., & Wiesner, C. (Hrsg.). (2023). Didaktik in einer Kultur der Digitalität. Wirkmächtige Mediendidaktik, zukunftsorientierte Pädagogik (pp 57-70). Verlag Julius Klinkhardt GmbH & Co. KG.

Kalz, M. (2023). Zurück in die Zukunft? Eine literaturbasierte Kritik der Zukunftskompetenzen. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 2023 (Occasional Papers), 332–352. https://doi.org/10.21240/mpaed/00/2023.11.19.X

Woitt, S., Weidlich, J., Jivet, I., Göksün, D.O., Drachsler, H. & Kalz, M. (2023) Students’ feedback literacy in higher education: an initial scale validation study, Teaching in Higher Education, doi: https://doi.org/10.1080/13562517.2023.2263838

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. https://doi.org/10.1109/TLT.2023.3320877

Benstead, K., Brandl, A., Brouwers, T., Civera, J., Collen, S., Csaba, D. L., … & O’Higgins, N. (2023). An inter-specialty cancer training programme curriculum for Europe. European Journal of Surgical Oncology, 49(9), 106989. doi: https://doi.org/10.1016/j.ejso.2023.106989

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: https://doi.org/10.1080/02619768.2023.2243645

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. https://doi.org/10.1007/s13187-023-02329-1

Kasch, J., van Rosmalen, P., Kalz, M. (2023). A Thematic Analysis of Factors Influencing Student’s Peer-Feedback Orientation. In: Noroozi, O., De Wever, B. (eds) The Power of Peer Learning. Social Interaction in Learning and Development. Springer, Cham. https://doi.org/10.1007/978-3-031-29411-2_12

Kulaksız, T.(2023). Does individual innovativeness influence TPACK development?: The case of pre-service EFL teachers in Türkiye. Australian Journal of Teacher Education. 48(3), 37-50. https://doi.org/10.14221/1835-517X.5914

Kulaksız, T.(2023). Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies. International Journal of Educational Technology in Higher Education, 20, 52. https://doi.org/10.1186/s41239-023-00421-6

Kulaksız, T., & Toran, M. (2023). The examination of demographics influences the digital parenting awareness of parents with 3-6 years old children. Van Yüzüncü Yıl University Journal of Education, 20(2), 550–570. https://doi.org/10.33711/yyuefd.1286859

2022

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). doi.org/10.1186/s41239-021-00305-7

Kalz, M. (2022). Open Education as Social Movement? Between Evidence-Based Research and Activism. In Handbook of Open, Distance and Digital Education (pp. 1-14). Singapore: Springer Nature Singapore.

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, 10, 131965-131979.

Schophuizen, M., Kelly, A., Utama, C., Specht, M., & Kalz, M. (2022). Enabling educational innovation through complexity leadership? Perspectives from four Dutch universities. Tertiary Education and Management, 1-20.