Forschungs- & PublikationsdatenbankForschungs- & Publikationsdatenbank
 | Prof. Dr. Kalz, Marco Professor für Mediendidaktik; Fak. 2 - Mediendidaktik  Anschrift:Prof. Dr. Marco Kalz Professor of Technology-Enhanced Learning/Mediendidaktik Heidelberg University of Education Institute for Arts, Music and Media Im Neuenheimer Feld 561 69120 Heidelberg Germany  kalz[at]ph-heidelberg.de https://kalz.ccOrcID: 0000-0003-1471-5827  |
Digitalisierungswahnsinn oder Nebeneffekte des Mainstream?Digitalisierungswahnsinn oder Nebeneffekte des Mainstream? | "Kalz, M. (2018). Digitalisierungswahnsinn oder Nebeneffekte des Mainstream?, Frankfurt am Main. | Vortrag Details |
SchnOERzeljagden, Landkarten und MOOCs: Wem nutzt Open Education? Eine kritische Reflexion zu den Irrungen und Wirrungen der Open Education BewegungSchnOERzeljagden, 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. | Vortrag Details |
A Classification of Barriers that Influence Intention Achievement in MOOCsHenderikx, 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 Details |
Creating engaging experiences in MOOCs through in-course redeemable rewardsOrtega-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 Details |
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 Details |
Predicting learner-centered MOOC outcomes: Satisfaction and intention-fulfillmentRabin, 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 Details |
Student Perception of Scalable Peer-Feedback Design in Massive Open Online CoursesKasch, 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. | Sammelband Details |
Eliciting the challenges and opportunities organizations face when delivering open online education: A group-concept mapping studySchophuizen, 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 Details |
Who is taking MOOCs for teachers’ professional development? Evidence from SpainCastano-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. | Artikel Details |