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

Autor/inn/en	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.
Titel	"U-Pace" Instruction: Improving Student Success by Integrating Content Mastery and Amplified Assistance
Quelle	In: Journal of Asynchronous Learning Networks, 17 (2013) 1, S.147-154 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-5256
Schlagwörter	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; Wisconsin + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Student behaviour; Schülerverhalten; Schulische Motivation; Online course; Online-Kurs; Schulleistung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zeitmanagement; Studientechnik; Notenspiegel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbststudium; Distance study; Distance learning; Fernunterricht
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. (Contains 2 figures.) (As Provided).
Anmerkungen	Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. e-mail: publisher@sloanconsortium.org; Web site: http://sloanconsortium.org/publications/jaln_main
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10