Remedial Online Teaching on a Summer Course

Rienties, Bart; Tempelaar, Dirk; Waterval, Dominique G. J.; Rehm, Martin; Gijselaers, Wim

doi:10.5367/000000006778702300

Cited by 26 publications

(41 citation statements)

References 11 publications

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“…In addition, preliminary findings indicate that active summer course participants outperform others in the first year of the bachelor programme (Rienties, Tempelaar, Dijkstra, Rehm, & Gijselaers, 2008). In a range of studies focussing on learning in a face-to-face problem-based learning programmes in the Netherlands, correlations between these motivational scales and indicators describing learning process and learning outcome aspects typically range between 0.10 and 0.20 (Tempelaar, 2006;Tempelaar, Gijselaers, Schim van der Loeff, & Nijhuis, 2007). Given that the correlations of motivation on discourse activity and position in the social network in our study are larger than in face-to-face settings, we might expect that the type of motivation has an even stronger influence on learning outcomes in online settings.…”

Section: Limitationsmentioning

confidence: 99%

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The role of academic motivation in Computer-Supported Collaborative Learning

Rienties¹,

Tempelaar²,

Bossche³

et al. 2009

Computers in Human Behavior

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147

122

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In recent years, increasing attention has been devoted to virtual learning. In the last decade, a large number of studies in Computer-Supported Collaborative Learning (CSCL) have assessed how social interaction, learning processes and outcomes in virtual settings are intertwined. Although recent research findings indicate that learners differ with respect to the amount and type of discourse contributed in virtual settings, little is known about the causes of these differences. The research presented here looks into the effects of motivation of learners on their contribution to discourse using the Deci and Ryan framework of (intrinsic/extrinsic) motivation. This study of 100 participants who were randomly distributed in six groups of 14 members collaborated in a virtual setting to remediate deficiencies in economics indicates that individuals differed with respect to the amount of discourse activity. Furthermore, an integrated multi-method approach (Content Analysis, Social Network Analysis and Academic Motivation Scale) was used in order to examine the impact of academic motivation on the type of discourse activity contributed and on the position of the learner in the social network. The results indicate that highly intrinsically motivated learners become central and prominent contributors to cognitive discourse. In contrast, extrinsically motivated learners contribute on average and are positioned throughout the social network. The research results reveal that differences in academic motivation influences the type of contributions to discourse as well as the position a learner takes within the social network

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Section: Limitationsmentioning

confidence: 99%

“…The aim of this course was to bridge the gap in economics prior knowledge for students starting a bachelor (Rienties, Tempelaar, Waterval, Rehm, & Gijselaers, 2006). The online course was given over a period of six weeks in which students were assumed to work for 10-15 hours per week.…”

Section: Settingmentioning

confidence: 99%

The role of academic motivation in Computer-Supported Collaborative Learning

Rienties¹,

Tempelaar²,

Bossche³

et al. 2009

Computers in Human Behavior

Self Cite

147

122

View full text Add to dashboard Cite

show abstract

“…In particular, by focusing on the expected domain-specific knowledge, language proficiency, skills and attitudes before the start of the academic program, institutes can actively enhance the awareness of international students of the demands of higher education. Research at one of the participating institutes (Rienties, Tempelaar, Van den Bossche, Gijselaers, & Segers, 2009;Rienties, Tempelaar, Waterval, Rehm, & Gijselaers, 2006) has found that providing online summer courses for international students in economics or mathematics not only enhances their domain-specific knowledge but also provides a social network for international students at the institute itself.…”

Section: Practical Implicationsmentioning

confidence: 99%

The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands

Rienties

Tempelaar

2013

International Journal of Intercultural Relations

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A common belief among educators is that international students are insufficiently adjusted to higher education in their host country, both academically and socially. Furthermore, several groups of international students experience considerable amounts of stress while adapting to the culture of the host-institute, but limited research has addressed whether and how transitional issues influence academic performance. In a cross-institutional comparison among 1275 students at nine higher educational institutes in the Netherlands, differences in academic performance between Dutch and international students were identified by focussing on their levels of academic and social integration. Students' academic integration was measured with the Students' Adaptation to College Questionnaire (SACQ), while students' social integration was measured by the Social Integration Questionnaire. Afterwards, 757 international students from 52 countries were clustered into nine geographical clusters using Hofstede's cultural dimension scores.The results indicate that some groups of international students experience considerable personal-emotional and social adjustment issues, while other groups of international students adjust fairly straightforward. In particular, international students from Confucian Asia score substantially lower on academic integration than their Western peers, with moderate to strong effect sizes. The cultural dimensions of Hofstede significantly predicted academic adjustment and social adjustment, in particular power-distance (negative), masculinity and uncertainty avoidance (both positive). Follow-up multi-level analyses show that academic adjustment is the primary predictor for academic success. The results imply that higher educational institutes should focus on facilitating academic adjustment of (Bachelor) international students, in particular non-Western students.

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“…The primary aim of this course was to bridge the gap in economics prior knowledge and the requirements for the degree program (Rienties et al, 2006). Mostly international students participated in the summer course as they did not have economics in their secondary education, whilst most Dutch students followed economics in secondary education and thus did not need a online summer course.…”

Section: Settingmentioning

confidence: 99%

“…The present study took place in an online summer course for prospective bachelor students of an International Business degree program at an Institute for Higher Education in the Netherlands (Rienties, Kaper, et al, 2012;Rienties, Tempelaar, Waterval, Rehm, & Gijselaers, 2006). The primary aim of this course was to bridge the gap in economics prior knowledge and the requirements for the degree program (Rienties et al, 2006).…”

Section: Settingmentioning

confidence: 99%

A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication

Rienties

Tempelaar

Giesbers

et al. 2012

Interactive Learning Environments

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Abstract:A large number of studies in CMC have assessed how social interaction, processes and learning outcomes are intertwined. The present research explores how the degree of self-determination of learners, that is the motivational orientation of a learner, influences the communication and interaction patterns in an online PBL environment. Given the complexity of CMC, we expected that autonomous learners would be more willing to contribute to cognitive discourse.In time, we expected that control-oriented learners would develop a preferential attachment to contribute to discourse from autonomous learners.Data was gathered from 37 autonomous and 39 control-oriented learners who posted 1669 messages. Using a dynamic multi-method approach of content analysis of cognitive and social discourse, social network analysis, and measures of academic motivation, we find some preliminary evidence that motivational orientation influences communication and social interaction patterns amongst learners. From the beginning, most control-oriented learners develop a preference to connect to and communicate with autonomous learners, although a separate team-analysis indicates that group dynamics also influence how learners develop

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Remedial Online Teaching on a Summer Course

Cited by 26 publications

References 11 publications

The role of academic motivation in Computer-Supported Collaborative Learning

The role of academic motivation in Computer-Supported Collaborative Learning

The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands

A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication

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