ERIC Number: EJ1011377
Record Type: Journal
Publication Date: 2013-Jan
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1939-5256
EISSN: N/A
"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.
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.)
Descriptors: Intervention, Teaching Methods, Student Behavior, Management Systems, Student Motivation, Online Courses, Mastery Learning, Academic Achievement, Achievement Gap, Disadvantaged, Metacognition, Time Management, Study Skills, Grades (Scholastic), Higher Education, Independent Study, Distance Education, Undergraduate Students, Program Effectiveness
Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. e-mail: publisher@sloanconsortium.org; Web site: http://sloanconsortium.org/publications/jaln_main
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin
Grant or Contract Numbers: N/A