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Longitudinal study of online remedial education effects

Rienties, Bart; Tempelaar, Dirk; Dijkstra, Joost; Rehm, Martin and Gijselaers, Wim (2008). Longitudinal study of online remedial education effects. In: Barsky, Noah P.; Clements, Mike; Ravn, Jakob and Smith, Kelly eds. The Power of Technology for Learning. Advances in Business Education and Training, 1 (1). Dordrecht: Springer, pp. 43–59.

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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.

Item Type: Book Section
Copyright Holders: 2008 Springer Science+Business Media B.V.
ISBN: 1-4020-8746-2, 978-1-4020-8746-2
Keywords: remedial education; e-learning; internationalization; longitudinal analysis; PBL; cognitive learning theory
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
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Item ID: 39798
Depositing User: Bart Rienties
Date Deposited: 27 Mar 2014 10:03
Last Modified: 08 Dec 2018 11:41
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