The Power of Technology for Learning

Volume 1 of the series Advances in Business Education and Training pp 43-59

Longitudinal Study of Online Remedial Education Effects

  • Bart RientiesAffiliated withMaastricht University, Faculty of Economics and Business Administration
  • , Dirk Tempelaar
  • , Joost Dijkstra
  • , Martin Rehm
  • , Wim Gijselaers

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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 Words

remedial education e-learning internationalization longitudinal analysis PBL cognitive learning theory