Henderikx, M., Kreijns, K., & Xu, K. M. (2021). Investigating the Associations Between Emotion, Cognitive Load and Personal Learning Goals: The Case for MOOCs. In In: De Laet T., Klemke R., Alario-Hoyos C., Hilliger I., Ortega-Arranz A. (eds), Technology Enhanced Learning for a free, safe and sustainable world. Lecture Notes in Computer Science, vol 12884 (pp. 305-309). Springer, Cham. https://doi.org/10.1007/978-3-030-86436-1_25 

Kreijns, K., Henderikx, M. & Weidlich, J. (2021). Measuring social space in online group learning: Preliminary validation of the social space scale using the Rasch analysis approach. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 445-458). United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/219691/.

Henderikx, M. & Mustamu-Veringa, M. (2021). Future proof Teacher Professionalization. The Case of the MOOCs. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 756-763). United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/219739/.

Xu, K. M., Koorn, P., de Koning, B., Skuballa, I. T., Lin, L., Henderikx, M., Marsh, H. W., Sweller, J., & Paas, F. (2021). A growth mindset lowers perceived cognitive load and improves learning: Integrating motivation to cognitive load. Journal of Educational Psychology, 113(6), 1177–1191. https://doi.org/10.1037/edu0000631

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.

Henderikx, M. A. (2019). Mind The Gap: Unravelling learner success and behavior in Massive Open Online Courses [Doctoral dissertation]. Open Universiteit.

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.

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.

Henderikx, M., & M. Kalz (2019). Goal setting and striving in MOOCs; A peek inside the black box of learner behaviour. In M. Calise, C. Delgado-Kloos, Reich, J., Ruiperez-Valiente, J. & M. Wiesing (Eds.), Lecture Notes in Computer Science: Vol.11475. Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge (pp 59-69). Cham, Switzerland: Springer.

Xu, M., Henderikx, M., Rohloff, T., & Koorn, P. (2019, May). The Association between Theory of Intelligence and Cognitive Load Perceptions in MOOC Learners: Study Set-Up [Research Poster]. 12th International Cognitive Load Theory Conference , Maastricht, Netherlands

Henderikx, M., Kreijns, K., Castaño Muñoz, J., & Kalz, M. (2019). Factors influencing the pursuit of personal learning goals in MOOCs. Distance Education, 40(2).

Henderikx, M., Kreijns, K., & Kalz, M. (2018). A classification of barriers that influence intention achievement in Massive Open Online Courses. In V. Pammer-Schindler, M. Pérez-Sanagustín, H. Drachsler, R. Elferink, & M. Scheffel (Eds.), Lifelong Technology-Enhanced Learning. Lecture Notes in Computer Science: Vol. 11082 (pp. 3-15). Cham, Switzerland: Springer International Publishing AG.

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. IEEE. Madrid, Spain.

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 C. Delgado Kloos, P. Jermann, M. Pérez-Sanagustin, D. T. Seaton, & S. White (Eds.), Digital Education: Out to the World and Back to the Campus. Lecture Notes in Computer Science: Vol.10254 (pp. 210-216). Cham, Switzerland: Springer International Publishing AG.

Henderikx, M. A., Kreijns, K., & Kalz, M. (2017). Refining success and dropout in massive open online courses based on the intention–behaviour gap. Distance Education, 38, 353-368.

Henderikx, M. (2019). Vergroot leersucces in MOOCs [Web log post]. Retrieved from https://www.nextlearningvalley.com/resources/vergroot-leersucces-in-moocs

Henderikx, M. (2019). Afvallers bij MOOCs. Didactief, 49(8), 38.

Henderikx, M. (2017). MOOC: Meer dan een papiertje. Didactief, 47(10), 38.