Marco Kalz
Biographic Data
| ID | 5147037 |
|---|---|
| NAME | Marco Kalz |
| GIVEN NAMES | Marco |
| FAMILY NAME | Kalz |
| SIGNATURE | KALZ M |
| AFFILIATIONS | Open University of the Netherlands |
| ORCID | 0000-0003-1471-5827 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
How well does teacher education prepare for teaching with technology? A TPACK-based investigation at a university of education
Past research has identified deficits in knowledge of student teachers regarding integration of technology in teaching leading to a need to investigate the efficacy of teacher training initiatives. There is a gap in understanding of developmental trajectories of these skills, as well as whether other factors moderate this. Using the TPACK-Model, the current study presents an analysis (N = 526) of a teacher training at a University of Education in…
Students’ feedback literacy in higher education
Given the crucial role of feedback in supporting learning in higher education, understanding the factors influencing feedback effectiveness is imperative. Student feedback literacy, that is, the set of attitudes and abilities to make sense of and utilize feedback is therefore considered a key concept. Rigorous investigations of feedback literacy require psychometrically sound measurement. To this end, the present paper reports on the development …
The factor structure of the peer-feedback orientation scale (PFOS)
This study reports on the quantitative findings of an exploratory sequential mixed methods study in which the underlying factor structure of students’ peer-feedback orientation (i.e. openness to provide and receive peer-feedback) was investigated. Building on the qualitative findings of a previous study in which the ‘peer-feedback orientation’ concept was introduced, an online survey was developed to collect data among higher education students (…
Educational scalability in Moocs
This study aims to reveal insights into the educational design of Massive Open Online Courses (MOOCs) in particular on their educational scalability: How do MOOCs provide interaction and formative feedback to high student numbers without being highly depending on the capacity of the teacher? We have applied a design analysis instrument that was specifically developed for large-scale online courses to analyse fifty MOOCs in a qualitative way. The …
Interdisciplinary Doctoral Training in Technology-Enhanced Learning in Europe
Technology enhanced learning (TEL) research connects Learning Sciences, Educational Psychology, and Computer Science, in order to investigate interventions based on digital technologies in education and training settings. In this paper, we argue that doctoral training activity for TEL needs to be situated at the intersection of disciplines in order to facilitate innovation. For this, we first review the state of disciplinarity in TEL, reviewing e…
Elements of Open Education
This paper explores elements of open education within the context of higher education. After an introduction to the origins of open education and its theoretical foundations, the topics of open and distance learning, international education issues in open education, open educational practices and scholarship, open educational resources, MOOCs, prior learning accreditation and recognition, and learner characteristics are considered, following the …
What are the barriers to learners’ satisfaction in Moocs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation
Massive open online course (MOOC) participants face diverse barriers that prevent them from feeling satisfied with participating in online courses. This study identified those barriers and their predictors. Using pre- and post-questionnaires, MOOC participants reported several characteristics and their barriers to satisfaction during the course. Exploratory factor analysis identified three kinds of barriers. The effects of participants ́ age, gen…
Solutions for global marine litter pollution
Since the 1950s the amount of plastics in the marine environment has increased dramatically. Worldwide there is a growing concern about the risks and possible adverse effects of (micro)plastics. This paper reflects on the sources and effects of marine litter and the effects of policies and other actions taken worldwide. Current knowledge offers a solid basis for effective action. Yet, so far the effects of policies and other initiatives are still…
Lifelong Learning and Its Support with New Technologies
It doesn’t matter, but
This study reports an intervention to initiate environmental learning and facilitate pro-environmental behaviour. The purpose was to examine the impact of ambient learning displays on energy consumption and conservation at the workplace, more specifically the evaluation of learning outcome and behaviour change. Using a quasi-experimental design, the empirical study was conducted among employees working at a university campus. For the experimental…
Solutions for global marine litter pollution
Since the 1950s the amount of plastics in the marine environment has increased dramatically. Worldwide there is a growing concern about the risks and possible adverse effects of (micro)plastics. This paper reflects on the sources and effects of marine litter and the effects of policies and other actions taken worldwide. Current knowledge offers a solid basis for effective action. Yet, so far the effects of policies and other initiatives are still…
It doesn’t matter, but
This study reports an intervention to initiate environmental learning and facilitate pro-environmental behaviour. The purpose was to examine the impact of ambient learning displays on energy consumption and conservation at the workplace, more specifically the evaluation of learning outcome and behaviour change. Using a quasi-experimental design, the empirical study was conducted among employees working at a university campus. For the experimental…
Lifelong Learning and Its Support with New Technologies
Solutions for global marine litter pollution
Since the 1950s the amount of plastics in the marine environment has increased dramatically. Worldwide there is a growing concern about the risks and possible adverse effects of (micro)plastics. This paper reflects on the sources and effects of marine litter and the effects of policies and other actions taken worldwide. Current knowledge offers a solid basis for effective action. Yet, so far the effects of policies and other initiatives are still…
Interdisciplinary Doctoral Training in Technology-Enhanced Learning in Europe
Technology enhanced learning (TEL) research connects Learning Sciences, Educational Psychology, and Computer Science, in order to investigate interventions based on digital technologies in education and training settings. In this paper, we argue that doctoral training activity for TEL needs to be situated at the intersection of disciplines in order to facilitate innovation. For this, we first review the state of disciplinarity in TEL, reviewing e…
Elements of Open Education
This paper explores elements of open education within the context of higher education. After an introduction to the origins of open education and its theoretical foundations, the topics of open and distance learning, international education issues in open education, open educational practices and scholarship, open educational resources, MOOCs, prior learning accreditation and recognition, and learner characteristics are considered, following the …
What are the barriers to learners’ satisfaction in Moocs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation
Massive open online course (MOOC) participants face diverse barriers that prevent them from feeling satisfied with participating in online courses. This study identified those barriers and their predictors. Using pre- and post-questionnaires, MOOC participants reported several characteristics and their barriers to satisfaction during the course. Exploratory factor analysis identified three kinds of barriers. The effects of participants ́ age, gen…
Educational scalability in Moocs
This study aims to reveal insights into the educational design of Massive Open Online Courses (MOOCs) in particular on their educational scalability: How do MOOCs provide interaction and formative feedback to high student numbers without being highly depending on the capacity of the teacher? We have applied a design analysis instrument that was specifically developed for large-scale online courses to analyse fifty MOOCs in a qualitative way. The …
The factor structure of the peer-feedback orientation scale (PFOS)
This study reports on the quantitative findings of an exploratory sequential mixed methods study in which the underlying factor structure of students’ peer-feedback orientation (i.e. openness to provide and receive peer-feedback) was investigated. Building on the qualitative findings of a previous study in which the ‘peer-feedback orientation’ concept was introduced, an online survey was developed to collect data among higher education students (…
Students’ feedback literacy in higher education
Given the crucial role of feedback in supporting learning in higher education, understanding the factors influencing feedback effectiveness is imperative. Student feedback literacy, that is, the set of attitudes and abilities to make sense of and utilize feedback is therefore considered a key concept. Rigorous investigations of feedback literacy require psychometrically sound measurement. To this end, the present paper reports on the development …
How well does teacher education prepare for teaching with technology? A TPACK-based investigation at a university of education
Past research has identified deficits in knowledge of student teachers regarding integration of technology in teaching leading to a need to investigate the efficacy of teacher training initiatives. There is a gap in understanding of developmental trajectories of these skills, as well as whether other factors moderate this. Using the TPACK-Model, the current study presents an analysis (N = 526) of a teacher training at a University of Education in…
Psychology (9 works) · Computer Science (7 works) · Pedagogy (6 works) · Higher education (5 works) · Mathematics education (5 works) · Online Learning and Analytics (5 works) · Developmental psychology (3 works) · E-Learning and Knowledge Management (3 works) · Exploratory factor analysis (3 works) · Psychometrics (3 works)