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  |
How did higher education lecturers cope with the pandemic?How did higher education lecturers cope with the pandemic? | "Kalz, M. (2021). How did higher education lecturers cope with the pandemic? , online. | Vortrag Details |
Open education, digitalisation and new learning needsOpen education, digitalisation and new learning needs | "Kalz, M. (2021). Open education, digitalisation and new learning needs, online. | Vortrag Details |
Scaling interaction in blended and hybrid environmentsScaling interaction in blended and hybrid environments | "Kalz, M. (2021). Scaling interaction in blended and hybrid environments, online. | Vortrag Details |
Educational scalability in MOOCs: Analysing instructional designs to find best practicesKasch, J., Rosmalen, P.v. & Kalz, M. (2021). Educational scalability in MOOCs: Analysing instructional designs to find best practices, Computers & Education, 2021(104054), 1-12. | Artikel Details |
Effects of an Ambient Learning Display on Noise Levels and Perceived Learning in a Secondary SchoolTabuenca, 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. | Artikel Details |
Exploring predictors of instructional resilience during emergency remote teaching in higher educationWeidlich, 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), 1-26. | Artikel Details |
Making Barriers to Learning in MOOCs Visible. A Factor Analytical ApproachHenderikx, M., Kreijns, K., Xu, K. M. & Kalz, M. (2021). Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach, Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach, 13(2), 143-159. | Artikel Details |
Students’ perceptions of the peer-feedback experience in MOOCsKasch, J., Rosmalen, P.v. , Löhr, A., Klemke, R., Antonaci, A. & Kalz, M. (2021). Students’ perceptions of the peer-feedback experience in MOOCs, Distance Education, 41(1), 145-163. | Artikel Details |
The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositionsKasch, J., Rosmalen, P.v. , 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, 0(0), 1-14. | Artikel Details |