Effects of a Mathematical Bridging Course

Stephanie Reich, Markus Ebner, Martin Ebner

Research output: Chapter in Book/Report/Conference proceedingConference paperpeer-review


The secondary to tertiary transition is generally considered as problematic. Thereby, especially mathematics is a significant barrier for students of universities. The reasons are diverse and occur not least because of the changes in the school curriculum caused by the centralised school leaving examination. Subsequently, many universities and academies in the European area provide various approaches to work against the widely spread issue. In 2018, a free accessible online bridging courses for mathematics was designed by Graz University of Technology. The course is provided on the iMooX platform 1 and represents a form of technology-enhanced learning. The aim is to optimise the design of the course considering the needs of freshmen and freshwomen. Following the active course period, course participants take part in evaluations. The outcomes are investigated, which represents the empirical part of the paper. The online course receives positive feedback. As a consequence, it is recommended to continue the course offer within the next few years.
Original languageEnglish
Title of host publicationProceedings of Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs 2019 co-located with the (European MOOCs Stakeholders Submmit 2019) Conference
Place of PublicationNaples, Italy
Number of pages6
Publication statusPublished - 2019

Publication series

NameCEUR Workshop Proceedings
PublisherRWTH Aachen
ISSN (Print)1613-0073


  • Bridging course
  • MINT
  • MOOC
  • Technology-enhanced learning

ASJC Scopus subject areas

  • Computer Science(all)

Fields of Expertise

  • Information, Communication & Computing

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