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Vortrag
Digitalisierungswahnsinn oder Nebeneffekte des Mainstream?
Kalz, M. (2018). Digitalisierungswahnsinn oder Nebeneffekte des Mainstream?, Frankfurt am Main.Vortrag
SchnOERzeljagden, Landkarten und MOOCs: Wem nutzt Open Education? Eine kritische Reflexion zu den Irrungen und Wirrungen der Open Education Bewegung
Kalz, M. (2018). SchnOERzeljagden, Landkarten und MOOCs: Wem nutzt Open Education? Eine kritische Reflexion zu den Irrungen und Wirrungen der Open Education Bewegung, Essen.Sammelband
A Classification of Barriers that Influence Intention Achievement in MOOCs
Henderikx, M., Kreijns, K. & Kalz, M. (2018). A Classification of Barriers that Influence Intention Achievement in MOOCs, Lifelong Technology-Enhanced Learning. EC-TEL 2018. Lecture Notes in Computer Science, vol 11082 (S.3-15). Cham, Switzerland: Springer, Cham.Sammelband
Creating engaging experiences in MOOCs through in-course redeemable rewards
Ortega-Arranz, A., Kalz, M. & Martínez-Monés, A. (2018). Creating engaging experiences in MOOCs through in-course redeemable rewards, Global Engineering Education Conference (EDUCON) (S.1875-1882). Santa Cruz de Tenerife, Spain: IEEE.Sammelband
Intention-Behavior Dynamics in MOOC Learning; What Happens to Good Intentions Along the Way?
Henderikx, M., Kreijns, K. & Kalz, M. (2018). Intention-Behavior Dynamics in MOOC Learning; What Happens to Good Intentions Along the Way?, Proceedings of the Fifth Learning with MOOCs Conference. (S.110-112). Madrid, Spanien: IEEE.Sammelband
Predicting learner-centered MOOC outcomes: Satisfaction and intention-fulfillment
Rabin, E., Kalman, Y. M. & Kalz, M. (2018). Predicting learner-centered MOOC outcomes: Satisfaction and intention-fulfillment, Proceedings of the 13th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Technological Era (S.158-166). Raanana, Israel: The Open University of Israel.Sammelband
Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses
Kasch, J., Rosmalen, P.v. , Löhr, A., Ragas, A. & Kalz, M. (2018). Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses, Technology Enhanced Assessment. TEA 2017. Communications in Computer and Information Science (S.54-68) (Band 829). Cham, Switzerland: Springer, Cham.Artikel
Eliciting the challenges and opportunities organizations face when delivering open online education: A group-concept mapping study
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.Artikel
Who is taking MOOCs for teachers’ professional development? Evidence from Spain
Castano-Munoz, J., Kalz, M., Kreijns, K. & Punie, Y. (2018). Who is taking MOOCs for teachers’ professional development? Evidence from Spain, Technology, Pedagogy and Education, 27, 607 -624. 
Anschrift:
kalz[at]ph-heidelberg.de
https://kalz.cc
