Mathematics bridging education using an online, adaptive e-tutorial: Preparing international students for higher education

Teaching Mathematics Online: Emergent Technologies and Methodologies

Volumn , Issue , 2011, Pages 167-186

  Tempelaar, Dirk T ^a   Rienties, Bart ^b   Kaper, Wolter ^c   Giesbers, Bas ^a   Schim van der Loeff, Sybrand ^a   van Gastel, Leendert ^c   van de Vrie, Evert ^d   van der Kooij, Henk ^e   Cuypers, Hans ^f  

^a MAASTRICHT UNIVERSITY   (Netherlands)

^b UNIVERSITY OF SURREY   (United Kingdom)

^c UNIVERSITY OF AMSTERDAM   (Netherlands)

^d OPEN UNIVERSITY OF THE NETHERLANDS   (Netherlands)

^e UTRECHT UNIVERSITY   (Netherlands)

^f EINDHOVEN UNIVERSITY OF TECHNOLOGY   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84856421729     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4018/978-1-60960-875-0.ch008     Document Type: Chapter

References (32)

1. Attewell, P., Lavin, D., Domina, T., & Levey, T. (2006). New evidence on college remediation. The Journal of Higher Education, 77(5), 886-924. doi:10.1353/jhe.2006.0037
2. Bahr, P. R. (2008). Does mathematics remediation work? A comparative analysis of academic attainment among community college students. Research in Higher Education, 49(5), 420-450. doi:10.1007/s11162-008-9089-4
3. Bailey, T. (2009). Challenge and opportunity: Rethinking the role and function of developmental education in community college. New Directions for Community Colleges, 145, 11-30. doi:10.1002/ cc.352
4. Bettinger, E. P., & Long, B. T. (2009). Addressing the needs of underprepared students in higher education: Does college remediation work? The Journal of Human Resources, 44(3), 736-771.
5. Brants, L., & Struyven, K. (2009). Literature review on online remedial education: A European perspective. Industry and Higher Education, 23(4), 269-276. doi:10.5367/000000009789346112
6. Calcagno, J. C., & Long, B. T. (2008). The impact of postsecondary remediation using a regression discontinuity approach: Addressing endogenous sorting and noncompliance. NBER working paper series, 14194.
7. Doignon, J. P., & Falmagne, J. C. (1999). Knowledge spaces. Berlin, Germany: Springer. doi:10.1007/978-3-642-58625-5
8. Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.
9. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. doi:10.1146/annurev. psych.53.100901.135153
10. Elshout-Mohr, M., van Daalen-Kapteijns, M. M., &Meijer, J. (2001). Constructie van het instrument "Rapportage Autonoom Studeren." Amsterdam, The Netherlands: SCO-Kohnstamm Instituut en Instituut voor de Leraren Opleiding (ILO).
11. Entwistle, N. J., & Peterson, E. R. (2004). Conceptions of learning and knowledge in higher education: Relationships with study behavior and influences of learning environments. International Journal of Educational Research, 41(6), 407-428. doi:10.1016/j.ijer.2005.08.009
12. Falmange, J., Cosyn, E., Doignon, J., & ThiÉry, N. (2004). The assessment of knowledge, in theory and in practice. Retrieved December 1, 2010, from http://www.aleks.com/about_aleks/Science_Behind_ALEKS.pdf
13. Fraas, J. W. (2007). A comparison of propensity score analysis to analysis of covariance: A case illustration. Invited paper American Educational ResearchAssociation annual conference Chicago.
14. Grant, H., & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85(3), 541-553. doi:10.1037/0022-3514.85.3.541
15. Guya, F., Mageau, G.A., &Vallerand, R. J. (2003). On the hierarchical structure of self-determined motivation: A test of top-down, bottom-up, reciprocal, and horizontal effects. Personality and Social Psychology Bulletin, 29(8), 992-1004. doi:10.1177/0146167203253297
16. Jamelske, E. (2009). Measuring the impact of a university first-year experience program on student GPA and retention. Higher Education, 57(3), 373-391. doi:10.1007/s10734-008-9161-1
17. Kozeracki, C. A. (2005). Editor's notes. New Directions for Community Colleges, 129, 1-4. doi:10.1002/cc.180
18. Onderwijsraad. (2006). Reinforcing knowledge in education: Study. Den Haag, The Netherlands: Onderw?sraad. English summary. Retrieved December 1, 2010, from http://www.onderwijs-raad.nl/upload/english/publications/reinforcing_knowledge_in_education.pdf
19. Onderwijsraad. (2007). Reinforcing knowledge II: Advice. Den Haag, The Netherlands: Onderw?sraad. English summary. Retrieved December 1, 2010, from www.onderwijsraad.nl/upload/english/publicationssamenvatting_verstevig-ing_van_kennis_ii_engels.pdf
20. Onderwijsraad. (2008). A successful start in higher education: Advice. Den Haag, The Netherlands: Onderw?sraad. English summary. Retrieved December 1, 2010, from http://www.onderwijsraad.nl/upload/english/publications/a_suc-cesfull_start_in_higher_education.pdf
21. Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senécal, C. (2007).Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99(4), 734-746. doi:10.1037/0022-0663.99.4.734
22. Rienties, B., Kaper, W., Struyven, K., Tempelaar, D. T., van Gastel, L., & Vrancken, S. (in press). VirgailaitĖ-MeČkauskaitĖe [Describing the current transitional educational practices in Europe. Interactive Learning Environments.]. E (Norwalk, Conn.).
23. Ryan, R. M., & Deci, E. L. (2000). Self-deter-mination theory and the facilitation of intrinsic motivation, social development, and well being. The American Psychologist, 55(1), 68-78. doi:10.1037/0003-066X.55.1.68
24. Schneider, M., Carnoy, B., Kilpatrick, J., Schmidt, W. H., & Shavelson, R. J. (2007). Estimating causal effects: Using experimental and observational designs. Washington, DC: AERA.
25. Schuetz, P., & Barr, J. (2008).Are community colleges underprepared for underprepared students? New Directions for Community Colleges, {black small square}{black small square}{black small square}, 144.
26. Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton Mifflin Company.
27. Tempelaar, D. (2006). The role of metacognition in business education. Industry and Higher Education, 20(5), 291-298. doi:10.5367/000000006778702292
28. Tempelaar, D. T., Gijselaers, W. H., Schim van der Loeff, S., & Nijhuis, J. F. H. (2007). A structural equation model analyzing the relationship of student personality factors and achievement motivations, in a range of academic subjects. Contemporary Educational Psychology, 32(1), 105-131. doi:10.1016/j.cedpsych.2006.10.004
29. Tempelaar, D. T., & Rienties, B. (2008). Remediating summer classes and diagnostic entry assessment in mathematics to ease the transition from high school to iniversity. In Proceedings Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning (pp. 9-17). Maastricht, The Netherlands: FEBA ERD Press.
30. Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Sénécal, C., & Vallières, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the academic motivation scale. Educational and Psychological Measurement, 53(1), 159-172. doi:10.1177/0013164493053001018
31. Vermunt, J. D. (1996). Leerstijlen en sturen van leerprocessen in het Hoger Onderwijs. Amster-dam/Lisse, The Netherlands: Swets & Zeitlinger.
32. Yanovitzky, I., Zanutto, E., & Hornik, R. (2005). Estimating causal effects of public health education campaigns using propensity score methodology. Evaluation and Program Planning, 28(2), 209- 220. doi:10.1016/j.evalprogplan.2005.01.004