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
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
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
An exploratory literature study into digital transformation and leadership: Toward future-proof middle managers
M Henderikx, J Stoffers
Sustainability 14 (2), 687, 2022
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
A classification of barriers that influence intention achievement in MOOCs
M Henderikx, K Kreijns, M Kalz
Lifelong Technology-Enhanced Learning: 13th European Conference on …, 2018
To change or not to change? That’s the question… on MOOC-success, barriers and their implications
M Henderikx, K Kreijns, M Kalz
Digital Education: Out to the World and Back to the Campus: 5th European …, 2017
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 47 (1), 15-28, 2022
Enjoyed or bored? A study into achievement emotions and the association with barriers to learning in MOOCs
M Henderikx, A Lohr, M Kalz
Transforming Learning with Meaningful Technologies: 14th European Conference …, 2019
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
Facilitating peer interaction regulation in online settings: The role of social presence, social space and sociability
E Vrieling-Teunter, M Henderikx, R Nadolski, K Kreijns
Frontiers in Psychology 13, 793798, 2022
Making barriers to learning in MOOCs visible. A factor analytical approach
M Henderikx, K Kreijns, KM Xu, M Kalz
Open Praxis 13 (2), [143]-159, 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
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
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
Transforming Learning with Meaningful Technologies: 14th European Conference …, 2019
Goal setting and striving in MOOCs: A peek inside the black box of learner behaviour
M Henderikx, M Kalz
Digital Education: At the MOOC Crossroads Where the Interests of Academia …, 2019
Digital transformation and middle managers’ leadership skills and behavior: a group concept mapping approach
M Henderikx, J Stoffers
Frontiers in Psychology 14, 1147002, 2023
Four models and frameworks of computer supported collaborative learning
M Henderikx, J Beckers, E Vrieling, A Evers, K Kreijns
EdMedia+ Innovate Learning, 672-681, 2023
Productivity in online CSCL groups: A Rasch analysis approach to the preliminary validation of the productivity scale
C Kreijns, MA Henderikx, J Weidlich
16th International Technology, Education and Development Conference, 2265-2274, 2022
Future proof Teacher Professionalization. The Case of the MOOCs.
M Henderikx, M Mustamu-Veringa
EdMedia+ Innovate Learning, 756-763, 2021
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