Effect of "U-Pace" Instruction on Academic Success, Learning, and Perceptions in Younger and Older Undergraduates

Autor/inn/en	Fleming, Raymond; Barth, Dylan; Weber, Nicole; Pedrick, Laura E.; Kienzler, Sarah E.; Reddy, Diane M.
Titel	Effect of "U-Pace" Instruction on Academic Success, Learning, and Perceptions in Younger and Older Undergraduates
Quelle	In: American Journal of Distance Education, 32 (2018) 1, S.3-15 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2017.1368853
Schlagwörter	Academic Achievement; Student Attitudes; Undergraduate Students; Teaching Methods; Randomized Controlled Trials; Age Groups; Age Differences; Comparative Analysis; Mastery Learning; Instructional Effectiveness; Statistical Analysis + Suchen Sie Ihr Suchwort? Schulleistung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Age grop; Altersgruppe; Age; Difference; Age difference; Altersunterschied; Unterrichtserfolg; Statistische Analyse
Abstract	A randomized controlled trial was conducted to determine the efficacy of "U-Pace" instruction for older undergraduates, ages 25 and older, and younger undergraduates, ages 18 to 24. Additionally, change in learner perceptions across the semester, an outcome not reported in the literature on "U-Pace" instruction, was investigated. In both younger and older undergraduates "U-Pace" instruction produced greater learning, greater academic success, and sustained or improved students' perceptions of themselves as learners compared with Face-to-Face instruction. The findings provide strong support for the efficacy of "U-Pace" instruction in younger and older students and highlight a possible mechanism underlying "U-Pace" instruction's effects on learning and academic success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01