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.
U-Pace Instruction: Improving Student Success by Integrating Content Mastery and Amplified Assistance
Volume, Issue - Date:Volume 17, Issue 1 - January 2013
Oganization:University of Wisconsin-Milwaukee
Oganization:Virginia Commonwealth University
Oganization:The College of New Jersey
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Online Learning, Distance Education, Self-paced Learning, U-Pace Instruction, Student Success, Amplified Assistance, Mastery, Control, Academic Success