Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/229489
Authors: 
Hardt, David
Nagler, Markus
Rincke, Johannes
Year of Publication: 
2020
Series/Report no.: 
CESifo Working Paper No. 8671
Abstract: 
Online delivery of higher education has taken center stage but is fraught with issues of student self-organization. We conducted an RCT to study the effects of remote peer mentoring at a German university that switched to online teaching due to the COVID-19 pandemic. Mentors and mentees met one-on-one online and discussed topics like self-organization and study techniques. We find positive impacts on motivation, studying behavior, and exam registrations. The intervention did not shift earned credits on average, but we demonstrate strong positive effects on the most able students. In contrast to prior research, effects were more pronounced for male students.
Subjects: 
online education
EdTech
COVID-19
mentoring
higher education
JEL: 
I20
I23
J24
Document Type: 
Working Paper

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