"U-Pace" Instruction: Improving Student Success by Integrating Content Mastery and Amplified Assistance.

Diane Reddy
Heidi Pfeiffer
Raymond Fleming
Katie Ports
Laura Pedrick
Jessica Barnack-Tavlaris
Rodney Swain
Danielle Jirovec
Alicia Helion

Abstract

"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.

Keywords

Online Learning, Distance Education, Self-paced Learning, U-Pace Instruction, Student Success, Amplified Assistance, Mastery, Control, Academic Success

APA Citation

Reddy, D. M., Pfeiffer, H. M., Fleming, R., Ports, K. A., Pedrick, L. E., Barnack-Tavlaris, J. L., ... & Swain, R. A. (2013). " U-Pace" Instruction: Improving Student Success by Integrating Content Mastery and Amplified Assistance. Journal of Asynchronous Learning Networks, 17(1), 147-154.

About the Study

Links to Article https://scholar.google.com/scholar?hl=en&as_sdt=0%2C50&q=U-Pace+instruction&btnG=
Mode Technology-enhanced
Publication Type Journal Article
In Publication Journal of Asynchronous Learning Networks
Type of Research Mixed methods
Research Design
Intervention/Areas of Study
Level of Analysis
Specific Populations Examined Minority status
Peer-Reviewed Yes
Specific Institutional Characteristics of Interest
Specific Course or Program Characteristics
Outcome Variables of Interest
Student Sample Size 0-99
Citing Articles https://scholar.google.com/scholar?cites=9100237609184696329&as_sdt=5,50&sciodt=0,50&hl=en


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