NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1191485
Record Type: Journal
Publication Date: 2018-Sep
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2472-5749
Increasing Undergraduate Success: A Randomized Controlled Trial of "U-Pace" Instruction
Fleming, Raymond; Pedrick, Laura E.; Stoiber, Leah; Kienzler, Sarah; Fleming, Ryan R.; Reddy, Diane M.
Online Learning, v22 n3 p175-191 Sep 2018
"U-Pace" instruction, comprised of concept mastery and amplified assistance, has shown promise in increasing undergraduate success. To evaluate the efficacy of "U-Pace" instruction for students at risk for college noncompletion and students not at risk and to determine whether concept mastery, amplified assistance, or both "U-Pace" components are responsible for the greater learning associated with "U-Pace" instruction, an experiment was conducted with four instructional conditions ("U-Pace", concept mastery, amplified assistance, and face-to-face). At a public university, 914 undergraduates (576 at risk) participated. "U-Pace" instruction produced greater learning on a proctored cumulative assessment than the comparisons. Additionally, "U-Pace" instruction produced greater academic success in terms of final course grades than face-to-face instruction. The percentage of final grades of A or B did not differ for concept mastery, amplified assistance, and "U-Pace" students. No interaction between instructional condition and risk status was found for final course grades or learning. The efficacy of "U-Pace" instruction for both at-risk students and students not at risk was supported.
Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Fund for the Improvement of Postsecondary Education (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A110112; P116Q140006