Maartje Henderikx
Maartje Henderikx
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Refining success and dropout in massive open online courses based on the intention–behavior gap
MA Henderikx, K Kreijns, M Kalz
Distance Education 38 (3), 353-368, 2017
1402017
A classification of barriers that influence intention achievement in MOOCs
M Henderikx, K Kreijns, M Kalz
European Conference on Technology Enhanced Learning, 3-15, 2018
262018
Factors influencing the pursuit of personal learning goals in MOOCs
M Henderikx, K Kreijns, J Castano Munoz, M Kalz
Distance Education 40 (2), 187-204, 2019
252019
To change or not to change? That’s the question… on MOOC-success, barriers and their implications
M Henderikx, K Kreijns, M Kalz
European Conference on Massive Open Online Courses, 210-216, 2017
162017
A growth mindset lowers perceived cognitive load and improves learning: Integrating motivation to cognitive load.
KM Xu, P Koorn, B De Koning, IT Skuballa, L Lin, M Henderikx, HW Marsh, ...
Journal of Educational Psychology 113 (6), 1177, 2021
112021
What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation
E Rabin, M Henderikx, MK Yoram, M Kalz
Australasian Journal of Educational Technology 36 (3), 119-131, 2020
62020
Enjoyed or Bored? A Study into Achievement Emotions and the Association with Barriers to Learning in MOOCs
M Henderikx, A Lohr, M Kalz
European Conference on Technology Enhanced Learning, 15-27, 2019
42019
Intention-Behavior Dynamics in MOOC Learning; What Happens to Good Intentions Along the Way?
M Henderikx, K Kreijns, M Kalz
2018 Learning With MOOCS (LWMOOCS), 110-112, 2018
42018
The influence of self-regulation, self-efficacy and motivation as predictors of barriers to satisfaction in MOOCs
E Rabin, M Henderikx, YM Kalman, M Kalz
European Conference on Technology Enhanced Learning, 631-635, 2019
22019
Mind The Gap: Unravelling learner success and behaviourin Massive Open Online Courses
MA Henderikx
12019
An alternative approach for measuring MOOC success based on participant's intentions
M Henderikx, K Kreijns, M Kalz
12017
Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach
M Henderikx, K Kreijns, KM Xu, M Kalz
Open Praxis 13 (2), 2021
2021
Investigating the Associations Between Emotion, Cognitive Load and Personal Learning Goals: The Case for MOOCs
M Henderikx, K Kreijns, KM Xu
European Conference on Technology Enhanced Learning, 305-309, 2021
2021
Measuring social space in online group learning: Preliminary validation of the social space scale using the Rasch analysis approach
K Kreijns, M Henderikx, J Weidlich
EdMedia+ Innovate Learning, 445-458, 2021
2021
Future proof Teacher Professionalization. The Case of the MOOCs.
M Henderikx, M Mustamu-Veringa
EdMedia+ Innovate Learning, 756-763, 2021
2021
The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions
J Kasch, P Van Rosmalen, M Henderikx, M Kalz
Assessment & Evaluation in Higher Education, 1-14, 2021
2021
Vergroot leersucces in MOOCs
M Henderikx
2019
Kort & Goed: Afvallers bij MOOCs: Onderzoek kort
M Henderikx
Didactief 49 (8), 38, 2019
2019
The Association between Theory of Intelligence and Cognitive Load Perceptions in MOOC Learners: Study Set-Up
M Xu, MA Henderikx, T Rohloff, P Koorn
12th International Cognitive Load Theory Conference, 2019
2019
Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour
M Henderikx, M Kalz
European MOOCs Stakeholders Summit, 59-69, 2019
2019
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Artikelen 1–20