Longitudinal Study of Online Remedial Education Effects

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Abstract

An increasing number of students are choosing to follow a bachelor or master program at a foreign university. As the transparency in higher education is still limited, a student might make an inefficient decision when selecting a program. Several studies have found that lack of knowledge, skills, or academic integration lead to higher drop-out rates. Although remedial programs might mitigate these problems, the rates of long-term success of online remedial programs in terms of knowledge retention are unclear. In this contribution, we compared the short- and long-term effects of two online remedial courses, each with a distinctly different educational philosophy (problem-based learning vs. cognitive learning theory). The success of these courses was measured in a longitudinal study of the 850 participants in a first-year international business bachelor program. We found some empirical support that both courses improved study performance as well as study success.