Refereed articles (SSCI/SCI-indexed)

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

Henderikx, M., Kreijns, K. ,& Kalz, M. (2017). Refining Success and Dropout in Massive Open Online Courses. Distance Education. doi: 10.1080/01587919.2017.1369006.

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.

Jansen, R., van Leeuwen, A., Janssen, J., Kester, L, & Kalz, M. (2016). 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.

 

Conference papers

Henderikx, M., Kreijns, K., & Kalz, M. (2018). 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 (pp. 110-112). IEEE. Madrid, Spain.

Henderikx, M., Kreijns, K., & Kalz, M. (2018, september). Intention – behaviour dynamics in MOOC Learning. What happens to good intentions along the way? Poster presented at the Learning with MOOCs conference (LWM 2018), Madrid, Spain.

Jansen, R. S., van Leeuwen, A., Janssen, J., & Kester, L. (2018). Validation of the Revised Self-regulated Online Learning Questionnaire. In V. Pammer-Schindler, M. Pérez-Sanagustín, H. Drachsler, R. Elferink, & M. Scheffel (Eds.), Lifelong Technology-Enhanced Learning (Vol. 11082, pp. 116–121). Cham: Springer International Publishing.

Henderikx, M., Kreijns, K., & Kalz, M. (2018). A classification of barriers that influence intention achievement in Massive Open Online Courses. In In V. Pammer-Schindler, M. Pérez-Sanagustín, H. Drachsler, R. Elferink, & M. Scheffel (Eds.). Lifelong Technology-Enhanced Learning (Vol. 11082, pp. 3-15). Cham: Springer International Publishing.

Kasch, J., Van Rosmalen, P., Löhr, A., Ragas, A., & Kalz, M. (2018). Student’s peer-feedback perceptions in MOOCs. In Guerrero-Roldan, A. & Ras, E. (Eds), Proceedings of Technology-Enhanced Assessment Conference, Communications in Computer and Information Science Vol. 829. Springer.

Henderikx, M., Kreijns, K., & Kalz, M. (2017). To change or not to change? That’s the question… On MOOC-success, barriers and their implications. In Delgado Kloos, C., Jermann, P., Pérez-Sanagustin, M., Seaton, D.T., & White, S. (Eds.), Lecture Notes in Computer Science: Vol.10254. Digital Education: Out to the World and Back to the Campus (pp. 210-216). Cham, Switzerland: Springer International Publishing AG. doi:10.1007/978-3-319-59044-8_25.

Kreijns, K., Kalz., M., Castano-Munoz, J., & Punie, Y. (2017). Implementation intention and how it affects goal achievement in MOOCs. In C. Kloos, S. White, & D. Seaton (Eds.), Proceedings of the 2017 European MOOC Stakeholder Summit (eMOOCs 2017) (pp. 233-242). Cham: Springer.

Van Rosmalen, P., Kasch, J., Kalz, M., Firssova, O., & Brouns, F. (2017, 12-15 September). Towards ‘MOOCs with a Purpose’: Crowdsourcing and analysing scalable design solutions with MOOC learners. In É. Lavoué et al. (Eds.), Data Driven Approaches in Digital Education; 12th European Conference on Technology Enhanced Learning: EC-TEL 2017, LNCS 10474 (pp. 486-491). Tallinn, Estonia: Springer International Publishing.

Kasch, J., van Rosmalen, P. & Kalz, M. (2016): Workshop about scalable feedback and assessment activities in open and online education. In Khalil, M., Ebner, M., Kopp, M., Lorenz, A., & Kalz, M. (Eds.) Proceedings of the European MOOC Stakeholder Summit (pp. 509-513). Graz, Austria: Technical University of Graz.

 

Presentations at scientific conferences

Schophuizen M., & Kalz, M. (2018, September). Towards empirical analysis of educational innovations in organizations: An actor centred model based on the IAD framework. Poster presented at “CHER 31st Annual Conference: Differentiation and Integration of Higher Education: Patterns and Dynamics”, Moscow, Russian Federation.

Henderikx, M., Kreijns, K., & Kalz, M. (2018, september). Intention – behaviour dynamics in MOOC Learning. What happens to good intentions along the way? Paper presented at the Learning with MOOCs conference (LWM 2018), Madrid, Spain.

Henderikx, M., Kreijns, K., & Kalz, M. (2018). Exploring factors that predict the encounter of barriers to learning in Massive Open Online Courses. Poster presented at “Emerging Researchers’ Conference EERA”, Bolzano, Italy.

Henderikx, M., Kreijns, K., & Kalz, M. (2018). The road of MOOC-learning is paved with good intentions, but what happens along the way? Paper presentation at “OEGlobal conference”, Delft, The Netherlands.

Jansen, R., Van Leeuwen, A., Janssen, J., & Kester, L. (2018). Understanding students’ self-regulated learning in online education. Presentation provided at “EARLI 6/7 meeting: Instructional Design and Technology for 21st century learning: Challenges, solutions and future directions”, Bonn, Germany.

Henderikx, M., Kreijns, K., & Kalz, M. (2018). A Classification of Barriers That Influence Goal Achievement in Massive Open Online Courses. Presentation provided at “EARLI 6/7 meeting: Instructional Design and Technology for 21st century learning: Challenges, solutions and future directions”, Bonn, Germany.

Jansen, R., Van Leeuwen, A., Janssen, J., & Kester, L. (2018). Reviewing the effect of SRL interventions on achievement. Presentation provided at “ICO International Spring School”, Kerkrade, The Netherlands.

Henderikx, M., Kreijns, K., & Kalz, M. (2018). Een empirisch onderbouwde indeling van barrières in MOOCs. Paper presented at the ORD, Nijmegen.

Schophuizen, M., & Kreijns, K. (2018). SOONER, the structuration of open online education in The Netherlands. Presentation provided during the “SURF projects Kick-off”, Utrecht, The Netherlands.

Kasch, J., Van Rosmalen, P., Löhr, A., Ragas, A., & Kalz, M. (2017, 5-6 October). Student’s peer-feedback perceptions in MOOCs. Presentation at TEA conference, Barcelona, Spain.

Van Rosmalen, P., Kasch, J., Kalz, M., Firssova, O., & Brouns, F. (2017, 14 September). Towards ‘MOOCs with a Purpose’: Crowdsourcing and analysing scalable design solutions with MOOC learners. Presentation at Data Driven Approaches in Digital Education; 12th European Conference on Technology Enhanced Learning: EC-TEL 2017, Tallinn, Estonia.

Kreijns, K., Kalz., M., Castano-Munoz, J., & Punie, Y. (2017). Implementation intention and how it affects goal achievement in MOOCs. Presentation provided at the 2017 European MOOC Stakeholder Summit (eMOOCs 2017). Madrid, Spain.

Henderikx, M., Kreijns, K., & Kalz, M. (2017, March). An alternative approach for measuring MOOC success based on participant’s intentions. Presentation conducted at the Open Education Global (OEGlobal2017), Cape Town, South-Africa.

Jansen, R.S., van Leeuwen, A., Janssen, J.J.H.M. & Kester, L. (2017) De relatie tussen motivatie, zelfregulatie en leergedrag in MOOCs. In M. Schophuizen (Chair), De uitdagingen van open online onderwijs/MOOCs. Symposium conducted at the Onderwijsresearchdagen (ORD2017), Antwerpen, Belgium.

Jansen, R.S., van Leeuwen, A., Janssen, J.J.H.M. & Kester, L. (2017) Meta-Analyses of the Effect of Self-Regulated Learning Interventions on Self-Regulated Learning and Achievement. Poster presented at the JURE, Tampere.

Jansen, R.S., van Leeuwen, A., Janssen, J.J.H.M. & Kester, L. (2017) Motivation, SRL and learner behaviour in MOOCs. Paper presented at the EARLI, Tampere.

Jansen, R.S., van Leeuwen, A., Janssen, J.J.H.M. & Kester, L. (2017). Onderwijskundige interventies om zelfregulatie en prestatie te bevorderen: een meta-analyse in drie delen. Paper presented at the Onderwijsresearchdagen (ORD2017), Antwerpen.

Schophuizen, M., Kreijns, K., Stoyanov, S., & Kalz, M. (2017, June). Kansen en uitdagingen voor open online onderwijs en implicaties voor de organisatorische inrichting van Nederlandse hoger onderwijs instellingen. In M. Schophuizen (Chair), De uitdagingen van open online onderwijs/MOOCs. Symposium conducted at the Onderwijsresearchdagen (ORD2017), Antwerpen, Belgium.

Henderikx, M. (2017, May 23). To change or not to change? That’s the question… On MOOC-success, barriers and their implications. Presentation at the EMOOCs conference, Madrid, Spain.

Schophuizen, M., Kreijns, K., Stoyanov, S., & Kalz, M. (2017, March). Organizational challenges and opportunities for Open Online Education: Results of a group-concept mapping study. Presentation conducted at the Open Education Global (OEGlobal2017), Cape Town, South-Africa.

Jansen, R., Van Leeuwen, A., Janssen, J., & Kester, L. (2016, May) De invloed van motivatie op zelfregulatie in open online onderwijs. In M. Kalz (Chair), De uitdagingen van open online onderwijs/MOOCs. Symposium conducted at the Onderwijsresearchdagen, Rotterdam, The Netherlands.

Jansen, R., Van Leeuwen, A., Janssen, J., & Kester, L. (2016, May) Validatie van een vragenlijst voor zelfregulerend leren in MOOCs. Paper presented at the Onderwijsresearchdagen (ORD2016), Rotterdam, The Netherlands.

Kasch, J., Van Rosmalen, P., & Kalz, M. (2016, 18 March). Best practices in schaalbaar online onderwijs. Presentation at the Opening Up Education Conference, Welten Institute, Open University of the Netherlands, Heerlen, The Netherlands.

Henderikx, M., Kreijns & Kalz, M. (2016, May). Dropout een probleem? Een kwestie van perspectief. In M. Kalz (Chair), De uitdagingen van open online onderwijs/MOOCs. Symposium conducted at the Onderwijsresearchdagen (ORD2016), Rotterdam, The Netherlands.

Kasch, J., van Rosmalen, P. * Kalz, M. (2016, May). De kwaliteit en het ontwerp van MOOCs. In M. Kalz (Chair), De uitdagingen van open online onderwijs/MOOCs. Symposium conducted at the Onderwijsresearchdagen (ORD2016), Rotterdam, The Netherlands.

Van Rosmalen, P., Kasch, J., & Kalz, M. (2016, 13-15 July). Scalable support for learning in MOOCs. Presentation at Higher Education Conference: The Scholarschip of Learning, Teaching and Organizing (HEC2016), Amsterdam, The Netherlands.

Kalz, M., Henderikx, M., & Kreijns, K. (2016, 5 October). The determination of success in MOOCs and the role of participant’s intentions. Presentation provided during the Learning with MOOCs Conference 2016: Being and learning in a digital age, Philadelphia, USA.

Kasch, J., van Rosmalen, P. & Kalz, M. (2016, August). Scalable MOOCs: Balancing quality and large numbers of students. Poster presented at EARLI Special Interest Group Meeting 6 & 7. Dijon, France.

Kasch, J., Van Rosmalen, P., & Kalz, M., (2016, August). MOOC design analysis – Constructive alignment, interactions, task complexity, formative assessment & feedback. Symposium: Instructional Design for Massive Open Online Courses, EARLI Sig 6/7, Dijon, France.

Kalz, M. (2015, 29 October). Who let the drop out? An alternative perspective on completion in open education. Presentation provided during the EADTU Annual “Online, Open and Flexible Higher Education Conference”, Hagen, Germany.

 

Presentations at other events

Schophuizen, M., & Jansen, R. (2018). SOONER research meeting: SRL in technology enhanced learning environments. International Workshop provided at the Delft University of Technology, Delft, The Netherlands.

Kasch, J., Van Rosmalen, P., & Kalz, M. (2017, 9 October). Educational Design Analysis Instrument. Presentation at SURFAcademy, Utrecht, The Netherlands.

Schophuizen, M. (2017). SOONER, the structuration of open online education in The Netherlands. Presentation provided during the “SURF projects Kick-off”, Utrecht, The Netherlands.

Schophuizen, M., Kreijns, K., Stoyanov, S., & Kalz, M. (2017, February). Organizational challenges and opportunities for Open Online Education: Results of a group-concept mapping study. Presentation conducted at the Maastricht Innovation Days (MID2017), Maastricht, The Netherlands.

Schophuizen, M. (2017). SOONER, the structuration of open online education in The Netherlands. Presentation provided during the “SURF voorlichtingsbijeenkomst Open en Online Onderwijs”, Utrecht, The Netherlands.

Henderikx, M., & Kreijns, K. (2016, 18 March). MOOCs; vanwaar al die ophef? Presentation at the Opening Up Education Conference, Welten Institute, Open University of the Netherlands, Heerlen, The Netherlands.

Henderikx, M. (2016, 8 March). Intention and motivation as key to dropout. Presentation at the Opening Education Week, Welten Institute, Open University of the Netherlands, Heerlen, The Netherlands.

Henderikx, M., Kreijns, K., & Kalz, M. (2016, October). Refining Success and Dropout in MOOCs Based on the Intention-Behaviour Gap. Poster presented at ICO Fall School Bad Schussenried, Germany

Kasch, J., Van Rosmalen, P., Kalz, M. (2016, 7-11 March). Scalable Feedback and Assessment Activities in Open Online Education. Open Education Week 2016, Heerlen, the Netherlands

Kasch, J., Van Rosmalen, P., & Kalz, M. (2016, October). MOOC design analysis – Constructive alignment, interactions task complexity formative assessment & feedback. Poster presented at ICO Fall School Bad Schussenried, Germany

Schophuizen, M. (2016). SOONER, the structuration of open online education in The Netherlands. Presentation provided during the “SURF projects Kick-off”, Utrecht, The Netherlands.

Schophuizen, M. (2016). SOONER, the structuration of open online education in The Netherlands. Presentation provided during the “SURF voorlichtingsbijeenkomst Open en Online Onderwijs”, Utrecht, The Netherlands.

Schophuizen M., Stoyanov, S., Kreijns, K., & Kalz, M. (2016, October). Challenges & opportunities for Open Online Education – A group concept mapping study. Poster presented at ICO Fall School Bad Schussenried, Germany

 

Professional publications and output

Schophuizen, M. (2018). SOONER, the structuration of open online education in The Netherlands. Presentation provided during the “University of Oulu visiting the Open University of the Netherlands”, Heerlen, The Netherlands.

Kalz, M., Schophuizen, M. (2018). SOONER – Interim project presentatie. Presentation provided for the Dutch ministry of Education Culture and Science, Utrecht, The Netherlands.

Henderikx, M. (2017, December). MOOC: meer dan een papiertje. Didactief, 47(10), 38.

Surfnet (2017). Thema uitgave Online en Blended onderwijs. Peer feedback en peer assessment in online onderwijs. Retrieved from: https://www.surf.nl/binaries/content/assets/surf/nl/kennisbank/2017/thema-uitgave-peer-feedback-en-peer-assessment.pdf

Surfnet (2016). Factsheet SOONER: Fundamenteel en begeleidend wetenschappelijk onderzoek naar open online onderwijs in het Nederlandse hoger onderwijs. Retrieved from: https://www.surf.nl/binaries/content/assets/surf/nl/2016/factsheets-open-en-online-onderwijs-2016/factsheet-open-online-onderwijs-2016_sooner.pdf

Kreijns, K., & Henderikx, M. (2016, December 15). Alternative perspectives on MOOC success. Empower webinar. http://empower.eadtu.eu/fields-of-expertise/oers-and-moocs/introduction

 

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