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

Volume, Issue - Date: 
Volume 17, Issue 1 - January 2013
Author(s): 
Diane M. Reddy, University of Wisconsin-Milwaukee
Author(s): 
Raymond Fleming, University of Wisconsin-Milwaukee
Author(s): 
Laura E. Pedrick, University of Wisconsin-Milwaukee
Author(s): 
Danielle L. Jirovec, University of Wisconsin-Milwaukee
Author(s): 
Heidi M. Pfeiffer, University of Wisconsin-Milwaukee
Author(s): 
Katie A. Ports, Virginia Commonwealth University
Author(s): 
Jessica L. Barnack-Tavlaris, The College of New Jersey
Author(s): 
Alicia M. Helion, Lakeland College
Author(s): 
Rodney A. Swain, University of Wisconsin-Milwaukee
Oganization: 
University of Wisconsin-Milwaukee
Oganization: 
Virginia Commonwealth University
Oganization: 
The College of New Jersey
Oganization: 
Lakeland College
Full article - Free: Click on the file to download.: 
Keywords: 
Online Learning, Distance Education, Self-paced Learning, U-Pace Instruction, Student Success, Amplified Assistance, Mastery, Control, Academic Success
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.