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Prof. Dr. Kalz, Marco

Professor für Mediendidaktik; Fak. 2 - Mediendidaktik
Icon fuer AdresseAnschrift:
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

Icon Mail kalz[at]ph-heidelberg.de
Icon Homepage https://kalz.cc
OrcID: 0000-0003-1471-5827

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Projekte

Fak. 2 • Mediendidaktik
Projekt-ID:1128 • Ausrichtung: national • 102 020 910 • Zeitraum: 01.04.26 bis 31.03.29
Forschungsprojekt
akt. laufendKooperation

MARSS: Multimodales System zur Abwehr von Desinformation für SchülerInnen
MARSS: A multimodal system to combat disinformation for school pupils
Projekt aufrufen
Projekt-ID:994
Forschungsprojekt
akt. laufend

Interact-Europe 100
Interact-Europe 100
Projekt aufrufen
Projekt-ID:950
Forschungsprojekt
abgeschlossen

Digital Transition and digital resilience in oncology
Digital Transition and digital resilience in oncology
Projekt aufrufen
Projekt-ID:936
Forschungsprojekt
abgeschlossen

Gini2: Intelligente Musiklehre im interaktiven Lernraum mittels Smartphone
Gini2: Intelligent teaching of music mit smart devices in an interactive learning space
Projekt aufrufen
Projekt-ID:890
Forschungsprojekt
abgeschlossen

Innovative collaboration for Inter-specialty cancer training across Europe (INTERACT-EUROPE)
Innovative collaboration for Inter-specialty cancer training across Europe (INTERACT-EUROPE)
Projekt aufrufen
Projekt-ID:799
Entwicklungsvorhaben
abgeschlossen

JOKER – Journalistische und crossmediale Kompetenzentwicklung für Studierende
JOKER: Journalistic and cross-media competence development for students
Projekt aufrufen
Projekt-ID:794
Entwicklungsvorhaben
abgeschlossen

DATA2Teach. Wie Daten Schule und Schulen Daten machen
Data2Teach. How data make schools and schools make data
Projekt aufrufen
Projekt-ID:787
Forschungsprojekt
abgeschlossen

ENTER_EdTech: Entering the EdTech Entrepreneurship World
ENTER_EdTech: Entering the EdTech Entrepreneurship World
Projekt aufrufen
Projekt-ID:580
Forschungsprojekt
abgeschlossen

SOONER - The Structuration of Open and Online Education in the Netherlands
Projekt aufrufen
Prorektorat • für Forschung
Projekt-ID:724
Entwicklungsvorhaben
abgeschlossen

Kooperation Hochschulentwicklung Heidelberg – La Paz (HeiLaP)
Cooperation Heidelberg University Development - La Paz (HeiLaP)
Projekt aufrufen

Publikationen

Alle20252024202320222021202020192018201720162015201420132012201120102009200820072006200520042003
Vortragohne Peer Review

How did higher education lecturers cope with the pandemic?

Kalz, M. (2021). How did higher education lecturers cope with the pandemic? online.

Abstract
Invited presentation during the Media & Learning Conference, 6. Mai 2021.
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Vortragohne Peer Review

Open education, digitalisation and new learning needs

Kalz, M. (2021). Open education, digitalisation and new learning needs. online.

Abstract
Invited keynote Workshop Artificial Intelligence and changing labour markets – What pathways for universities?
6. Mai 2021, European University Association.
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Vortragohne Peer ReviewEnglish

Scaling interaction in blended and hybrid environments

Kalz, M. (2021). Scaling interaction in blended and hybrid environments. online.

Abstract
Invited keynote for conference “Interacting effectively in blended learning” by the BUDS project. 28. Mai 2021.
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ArtikelOpen Access · CCPeer ReviewPrintEnglish

Educational scalability in MOOCs: Analysing instructional designs to find best practices

Kasch, J., Rosmalen, P. v. & Kalz, M. (2021). Educational scalability in MOOCs: Analysing instructional designs to find best practices. Computers & Education, 2021(104054), 1-12.

Abstract
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 goal of the analysis was to detect scalable best practices of formative feedback and interaction and focused on when, how and from whom students received formative feedback. To get more insight into the scalable best practices we also investigated on which complexity level they were provided. The analysis indicated scalable best practices on various complexity levels and across different learning activities. This shows that scalable formative feedback and interaction can be provided in MOOCs through different formats such quizzes, peer-feedback and simulations. The majority of the MOOCs in our sample provide student-content interaction during knowledge transfer activities (‘knows’). A selection of design examples is discussed as potentially best practices for educational scalability, not only for MOOCs but also for online education in general. While the study shows examples of scalable design choices in (open) online education, it also indicates a need for more elaborate interactions and feedback in MOOCs in order to improve their educational value and quality.
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ArtikelOnlinePeer ReviewPrintEnglish

Effects of an Ambient Learning Display on Noise Levels and Perceived Learning in a Secondary School

Tabuenca, 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.

Abstract
Recent reviews addressing the impact of noise exposure in teaching and learning situations conclude negative effects on learning performance. Providing objective real-time feedback on noise is a key for teachers and students to adjust it into suitable levels. This experimental work presents the results from a study exploring the visual feedback based on noise level and the impact on students’ ( n = 198) perceived learning performance collected in 24 sessions. The results suggest persuasive effects of the ambient display on the groups and an improvement of noise awareness in students. Measurements of perceived learning-performance, and perceived noise were collected and correlated with the objective noise samples concluding poorer perceived learning performance in noisiest groups. Finally, implications for further research, as well as lessons learned to moderate noise levels in classrooms using ambient displays are discussed.
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ArtikelOpen Access · CCPeer ReviewPrintEnglish

Exploring predictors of instructional resilience during emergency remote teaching in higher education

Weidlich, 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.

Abstract
In 2020, Higher Education institutions were pressed to swiftly implement online-based teaching. Among many challenges associated with this, lecturers in Higher Education needed to promptly and flexibly adapt their teaching to these circumstances. This investigation adopts a resilience framing in order to shed light on which specific challenges were associated with this sudden switch and what helped an international sample of Higher Education lecturers (N = 102) in coping with these challenges. Results suggest that Emergency Remote Teaching was indeed challenging and quality of teaching was impeded but these effects are more nuanced than expected. Lecturers displayed instructional resilience by maintaining teaching quality despite difficulties of Emergency Remote Teaching and our exploration of predictors shows that personality factors as well as prior experience may have supported them in this. Our findings may contribute to the emerging literature surrounding Emergency Remote Teaching and contributes a unique resilience perspective to the experiences of Higher Education lecturers.
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ArtikelOpen Access · CCPeer ReviewEnglish

Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach

Henderikx, M., Kreijns, K., Xu, K. & 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.

Abstract
Learners in MOOCs often experience challenges that can be identified as barriers to learning. These barriers may be MOOC- or not MOOC-related. By knowing about potential barriers learners would be better prepared and more likely to handle and overcome them. Therefore, the aim of this study was to advance insight and knowledge about barriers to learning in MOOCs. Assessment and reassessment of the data using exploratory factor analysis provided a good model fit for a 6-factor structure. This was confirmed by a confirmatory factor analysis. Further classification of the factors revealed that barriers experienced by learners were predominantly non-MOOC related. To get insight into the barriers learners experience, it was suggested to convert the identified factor structure into a diagnostic instrument (dashboard) powered by learner self-report. This dashboard then provides information about barriers learners experience and can be valuable for making (re) design decisions and for developing learner supporting tools and interventions.
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ArtikelOpen Access · CCPeer ReviewPrintEnglish

Students’ perceptions of the peer-feedback experience in MOOCs

Kasch, 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.

Abstract
Various studies advocate training students prior to a peer-feedback activity to ensure high quality of feedback. Next to investing in students’ peer-feedback skills, it is important to focus on the under- lying perceptions since perceptions influence learning behavior. We implemented an online peer-feedback training session in a massive open online course and examined students’ perceptions of peer- feedback and training focusing on their willingness, perceived use- fulness, perceived preparedness, and general attitude; and students’ peer-feedback experience and its relation to their perception. Analysis of a perception survey from 259 students revealed that the amount of prior experience results in significant differences in stu- dents’ perception. Students without prior peer-feedback experience scored higher on willingness, usefulness, preparedness, and general attitude compared to students with some prior experience. Those with a lot of experience showed the strongest positive perception scores. No significant differences for the effect of training on percep- tion could be measured with the available data.
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ArtikelOpen Access · CCPeer ReviewPrintEnglish

The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions

Kasch, 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.

Abstract
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 (N = 148). An exploratory factor analysis produced a five-factor solution including the dimensions: accountability, communicativeness, utility, self-efficacy and receptivity. The practical value of the results lies in having a measure of students’ peer-feedback orientation that provides teachers and researchers with an instrument for understanding students’ dispositions toward receiving and providing peer-feedback.
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