Results

Refereed articles

Kasch, J., Van Rosmalen, P., 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, 1-14. https://doi.org/10.1080/02602938.2021.1893650

Kasch, J., Van Rosmalen, P. & Kalz, M. (2021). Educational scalability in MOOCs: Analysing instructional designs to find best practices. Computers & Education, 161, 104054. https://doi.org/10.1016/j.compedu.2020.104054

Kasch, J., van Rosmalen, P., Löhr, A., Klemke, R., Antonaci, A., & Kalz, M. (2021). Students’ perceptions of the peer-feedback experience in MOOCs. Distance Education, 42(1), 145-163. https://doi.org/10.1080/01587919.2020.1869522

Schophuizen, M., Kreijns, K., Stoyanov, S., Rosas, S., & Kalz, M. (2020). Does project focus influence challenges and opportunities of open online education? A sub-group analysis of group-concept mapping data. Journal of Computing in Higher Education, 1-26. https://doi.org/10.1007/s12528-020-09264-w

Rabin, E., Henderikx, M., Kalman, Y. M., & Kalz, M. (2020). What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation. Australasian Journal of Educational Technology, 36(3), 119–131. https://doi.org/10.14742/ajet.5919

Schophuizen, M., Kalz, M. (2020). Educational innovation projects in Dutch higher education: bottom-up contextual coping to deal with organizational challenges. International Journal of Educational Technology in Higher Education 17, 36. https://doi.org/10.1186/s41239-020-00197-z

Jansen, R. S., van Leeuwen, A., Janssen, J., Conijn, R., & Kester, L. (2020). Supporting learners’ self-regulated learning in Massive Open Online Courses. Computers & Education, 146, 103771. https://doi.org/10.1016/j.compedu.2019.103771

Jansen, R., Leeuwen, A. van, Janssen, J., & Kester, L. (2020). A mixed method approach to studying self-regulated learning in MOOCs: combining trace data with interviews. Frontline Learning Research, 8(2), 35 – 64. https://doi.org/10.14786/flr.v8i2.539

Jansen, R.S., van Leeuwen, A., Janssen, J., Jak, S., & Kester, L. (2019): Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis. Educational Research Review, 28, 1-20. doi: 10.1016/j.edurev.2019.100292

Türkeli, S., & Schophuizen, M. (2019). Decomposing the Complexity of Value: Integration of Digital Transformation of Education with Circular Economy Transition. Social Sciences, 8(8), 243. https://doi.org/10.3390/socsci8080243

Henderikx, M., Kreijns, K., Castano Munoz, J., & Kalz, M. (2019). Factors influencing the pursuit of personal learning goals in MOOCs. Distance Education, 40(2), 187-204. https://doi.org/10.1080/01587919.2019.1600364

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. A., Kreijns, K., & Kalz, M. (2017). Refining success and dropout in massive open online courses based on the intention–behavior gap. Distance Education, 38(3), 353-368. https://doi.org/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. doi: 10.3217/jucs-023-09-0845

Jansen, R., van Leeuwen, A., Janssen, J., Kester, L, & Kalz, M. (2017). Validation of the self-regulated online learning questionnaire. Journal of Computing in Higher Education. 29(1), 6-27. https://doi.org/10.1007/s12528-016-9125-x

 

Conference papers

Rabin, E., Henderikx, M., Kalman, Y., & Kalz, M. (2019). The influence of self-regulation, self-efficacy and motivation as predictors of barriers to satisfaction in MOOCs. In: Scheffel M., Broisin, J., Pammer-Schindler, V., Ioannou, A. & Schneider, J. (eds) Transforming learning with meaningful technologies. EC-TEL 2019. Lecture Notes in Computer Science, vol 11722 (pp.631 – 635). Springer, Cham. https://doi.org/10.1007/978-3-030-29736-7_55

Henderikx M., Lohr, A., & Kalz M. (2019). Enjoyed or bored? A study into achievement emotions and the association with barriers to learning in MOOCs. In: Scheffel M., Broisin, J., Pammer-Schindler, V., Ioannou, A. & Schneider, J. (eds) Transforming learning with meaningful technologies. EC-TEL 2019. Lecture Notes in Computer Science, vol 11722 (pp.15 – 27). Springer, Cham. https://doi.org/10.1007/978-3-030-29736-7_2

Henderikx, M. & Kalz, M. (2019). Goal Setting and Striving in MOOCs. A Peek inside the Black Box of Learner Behaviour. Proceedings of eMOOCs2019: European MOOCs Stakeholder Summit. Springer. Naples, Italy. 20 – 22 May 2019. https://doi.org/10.1007/978-3-030-19875-6_8

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. doi: 10.1109/LWMOOCS.2018.8534595

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. https://doi.org/10.1007/978-3-319-98572-5_9

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. https://doi.org/10.1007/978-3-319-98572-5_1

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. https://doi.org/10.1007/978-3-319-97807-9_5

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. https://doi.org/10.1007/978-3-319-59044-8_25

Kreijns, K., Kalz., M., Castano-Munoz, J., & Punie, Y. (2017). Implementation intention and how they influence 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. https://doi.org/10.1007/978-3-319-59044-8_28

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. https://doi.org/10.1007/978-3-319-66610-5_47

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 and workshops

Bleeker, E., de Groot, J., Kelly, A., Schophuizen, M., & Wyatt, S. (2019). ADHO 2019 workshop Accelerating DH Education: Proceedings from the Black Box.

Schophuizen M. (2019). Open Online Education: An Ongoing Challenging Journey With Global Opportunities [PDF]. Retrieved from: http://lab.merit.unu.edu/wp-content/uploads/2019/05/Martine-Schophuizen-Lecture-UNU-MERIT.pdf , The Lab, UNU-MERIT, 2019.

Schophuizen, M., Kreijns, K., Stoyanov, S., Rosas, S., Kalz, M. (2019). Does project focus influence challenges and opportunities of open online education? A sub-group analysis of group-concept mapping data. Presentation provided at “ICO National Spring School”, Amsterdam, The Netherlands.

Schophuizen, M., Kalz, M. (2019). Does project focus influence challenges and opportunities of Open Online Education? A sub-group analysis of group-concept mapping data. Poster presented at “Emerging Researchers’ Conference EERA”, Hamburg, Germany.

Schophuizen, M., Kalz, M. (2019, september). Educational innovation projects in Dutch higher education: Bottom-up appraisal and coping efforts to deal with organizational challenges. Paper presented at the Annual EAIR forum, Leiden, The Netherlands.

Schophuizen, M., Kasch, J., Jansen, R., Henderikx, M. (2019, 27 June). Kansen en uitdagingen voor open online onderwijs en implicaties voor de organisatorische inrichting van Nederlandse hoger onderwijs instellingen. In P. Van Rosmalen (Chair), Uitdagingen van open online onderwijs in het Nederlandse hoger onderwijs. Symposium conducted at the Onderwijsresearchdagen (ORD2019), Heerlen, The Netherlands.

Kasch, J., van Rosmalen, P., Kalz, M. (2019, August). Get Inspiration for Scalable Design in Open Online Education. Workshop given at the “EARLI Conference for Research in Learning and Instruction: Thinking Tomorrow’s Education: Learning from the past, in the present and for the future”, Aachen, Germany.

Kasch, J., van Rosmalen, P., Kalz, M. (2019, June). Schaalbare feedback en interactie in MOOCs. Presentation given during SOONER Symposium “Uitdagingen van open online onderwijs in het Nederlandse hoge onderwijs” at the Onderwijs Research Dagen: Onwijs Onderwijs, Heerlen, The Netherlands.

Jansen, R.S., Van Leeuwen, A., Janssen, J., Conijn, R., & Kester, L. (2019, 27 June). Ondersteunen van zelfregulatie in MOOCs. Presentation given during SOONER Symposium “Uitdagingen van open online onderwijs in het Nederlandse hoge onderwijs” at the Onderwijs Research Dagen: Onwijs Onderwijs, Heerlen, The Netherlands.

Jansen, R.S., Van Leeuwen, A., Janssen, J., Jak, S., & Kester, L. (2019, April). Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement: A meta-analysis. Paper presented at the meeting of the American Educational Research Association (AERA), Toronto, Canada.

Henderikx, M. (2019, 27 June). Intentie-gedrag dynamiek in MOOCs; Wat gebeurt er met de goede voornemens? Presentation provided at the Onderwijs Research Dagen (ORD), Heerlen, Netherlands

Henderikx, M., Xu, K., Rohloff, T., & Kreijns, K. (2019, 4 Novembaer). Investigating the Association between Emotion, Cognitive Load and Achievement: The case for MOOCs. Video presentation provided at the World Conference of Online Learning (WCOL2019). Dublin:Ireland.

Henderikx, M. (2019, 12 August). Factors influencing the pursuit of personal learning goals in MOOCs. Presentation provided at the European Association for Research on Learning and Instruction. (EARLI), Aachen, Germany

Xu, K., Henderikx, M., Rohloff, T., & Koorn, P. (2019, 17 June). The Association between Theory of Intelligence and Cognitive Load Perceptions in MOOC Learners. Poster presentation at the International Cognitive Load Conference (ICLC2019), Maastricht, Netherlands

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.

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.

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

Kasch, J., van Rosmalen P., Kalz, M. (2019, May). Hoe organiseer je feedback voor 5000 studenten? Presentation given at the “Trends conference e-assessment”, Heerlen, The Netherlands.

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

Henderikx, M. (2019, 24 October). Vergroot leersucces in MOOCs. Available at https://www.nextlearningvalley.com/resources/vergroot-leersucces-in-moocs

Henderikx, M. (2019, October). Kort & Goed. Didactief, 8, p38

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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