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ERIC Number: ED540734
Record Type: Non-Journal
Publication Date: 2013-Jan
Pages: 8
Abstractor: As Provided
Reference Count: 18
"U-Pace" Instruction: Improving Student Success by Integrating Content Mastery and Amplified Assistance
Reddy, Diane M.; Pfeiffer, Heidi M.; Fleming, Raymond; Ports, Katie A.; Pedrick, Laura E.; Barnack-Tavlaris, Jessica L.; Jirovec, Danielle L.; Helion, Alicia M.; Swain, Rodney A.
Online Submission, Journal of Asynchronous Learning Networks v17 n1 p147-154 Jan 2013
"U-Pace," an instructional intervention, has potential for widespread implementation because student behavior recorded in any learning management system is used by "U-Pace" instructors to tailor coaching of student learning based on students' strengths and motivations. "U-Pace" utilizes an online learning environment to integrate content mastery with Amplified Assistance (instructor-initiated, individually tailored feedback on concepts not yet mastered and constructive support that every student receives via email weekly or more often as needed). Evaluation findings for "U-Pace" instruction revealed that compared to conventional, face-to-face instruction, "U-Pace" instruction was associated with greater academic success for all students and reductions in the achievement gap for "disadvantaged" students. Additionally, "disadvantaged" "U-Pace" students showed improvements in the rate of content mastery and intrinsic motivation. Consistent with these indicators of improvement in self-regulated learning skills, "U-Pace" students reported greater improvements in their time management and study skills, greater control over their learning and a greater sense of achievement than conventionally-taught students. The convergence of findings from student reports, performance measures recorded within the learning management system, and objectively determined grades suggests "U-Pace" instruction holds promise for higher education. (Contains 2 figures.)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: EDUCAUSE; Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Wisconsin
IES Funded: Yes
Grant or Contract Numbers: R305A110112