Longitudinal Study of Online Remedial Education Effects
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.
Key Wordsremedial education e-learning internationalization longitudinal analysis PBL cognitive learning theory
The authors would like to thank SURF foundation for funding the “web-spijkeren2” project (http://www.web-spijkeren2.nl/) as well EU Socrates Minerva for funding the M.A.S.T.E.R. project (http://www.masterproject.info/), which enabled this research. A draft-version of this paper was presented and discussed at EDINEB conference in June 2006 in Lisbon (Portugal) as well as at EUNIS conference in June 2006 and EARLI JURE in July 2006, both in Tartu (Estonia). We would like to thank the reviewers for their helpful suggestions for improvements of this chapter. Any remaining mistakes are entirely due to the authors.
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