Didactical Scenarios for Online Remedial Teaching

Purchase or Subscription required for access

Purchase individual articles and papers

Subscribe for faster access!

Subscribe and receive access to 100,000+ documents, for only $19/month (or $150/year).

Already have access?

Institutional Subscription

You don't appear to be accessing the site through a subscribing institution (your IP address is 44.200.23.133).

If your university, college, or library subscribes to LearnTechLib, you may be able access full text articles through a login page.

You can search for your instition by name or by location.

Login via Institution

Authors

Annemiek Wieland, Rotterdam Institute for Social Science Research (RISBO), Erasmus University Rotterdam, Netherlands ; Natasa Brouwer, Wolter Kaper, Amstel Institute, University of Amsterdam, Netherlands ; Maaike van Leijen, Institute for Interdisciplinary Studies, University of Amsterdam, Netherlands ; Andre Heck, Amstel Institute, University of Amsterdam, Netherlands ; Bert ten Boske, Faculty of Economics and Business, University of Amsterdam, Netherlands ; Bart Rienties, Dirk Tempelaar, Faculty of Economics and Business, Maastricht University, Netherlands

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, October 2006 in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0

Abstract

From 2004 – 2006 three Dutch universities, the Erasmus University Rotterdam, the University of Amsterdam and Maastricht University joined forces in dealing with national mathematical deficiency problems among first-year students. Their aims were to develop different remedial mathematical teaching programs; to evaluate these programs; and to distillate generic didactical remedial teaching scenarios that proved to be effective and efficient. A total of thirteen remedial teaching programs were developed, based on six different didactical scenarios. Four of these scenarios are described in this paper. Evaluation results of these scenarios reveal that students who participated in one of these programs and who started their study at the university seem to outperform their non-participating peers with regard to the knowledge and skills taught in the remediation program. However, future research is necessary to investigate whether or nor the observed learning effect is caused by a selection bias and, if not, if these programs have a temporal or structural learning effect.

Citation

Wieland, A., Brouwer, N., Kaper, W., van Leijen, M., Heck, A., ten Boske, B., Rienties, B. & Tempelaar, D. (2006). Didactical Scenarios for Online Remedial Teaching. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1503-1508). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/p/23925.