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Maartje Henderikx
Maartje Henderikx
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Cited by
Year
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
1862017
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
482019
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
412018
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
362021
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
352020
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
182017
An Exploratory Literature Study into Digital Transformation and Leadership: Toward Future-Proof Middle Managers
M Henderikx, J Stoffers
Sustainability 14 (2), 687, 2022
122022
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
92019
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
72022
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
62018
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
32019
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, 2022
22022
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
22021
PRODUCTIVITY IN ONLINE CSCL GROUPS: A RASCH ANALYSIS APPROACH TO THE PRELIMINARY VALIDATION OF THE PRODUCTIVITY SCALE
K Kreijns, M Henderikx, J Weidlich
Proceedings of INTED2022 Conference 7, 8th, 2022
12022
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
12021
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
12021
Mind The Gap: Unravelling learner success and behaviourin Massive Open Online Courses
MA Henderikx
12019
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
12019
Exploring factors that predict the encounter of barriers to learning in Massive Open Online Courses
MA Henderikx, C Kreijns, M Kalz
Emerging Researchers' Conference EERA, 2018
12018
An alternative approach for measuring MOOC success based on participant's intentions
M Henderikx, K Kreijns, M Kalz
12017
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