Longitudinal Study of Online Remedial Education Effects

  • Bart Rienties
  • Dirk Tempelaar
  • Joost Dijkstra
  • Martin Rehm
  • Wim Gijselaers
Part of the Advances in Business Education and Training book series (ABET, volume 1)

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.

Key Words

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

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Copyright information

© Springer Science+Business Media B.V. 2008

Authors and Affiliations

  • Bart Rienties
    • 1
  • Dirk Tempelaar
  • Joost Dijkstra
  • Martin Rehm
  • Wim Gijselaers
  1. 1.Maastricht University, Faculty of Economics and Business AdministrationThe Netherlands

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