Using U-Pace instruction to improve the academic performance of economically disadvantaged undergraduates.
This study was undertaken to evaluate whether the student success associated with the U-Pace instructional approach, which integratesmastery-based learning with proactive instructor support in an online learning environment, would replicate for both economically disadvantaged students and students w...
| Publicado en: | Journal of Computer Assisted Learning Vol. 32; no. 4; pp. 304 - 314 |
|---|---|
| Autores principales: | , , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2016
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=117240955&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 117240955 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2016 vid: 32 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 117240955 117240955 117240955 10.1111/jcal.12133 117240955 ppf: 304 ppct: 10 formats: tig: atl: Using U-Pace instruction to improve the academic performance of economically disadvantaged undergraduates. aug: au: Fleming, R. Stoiber, L.C. Pfeiffer, H.M. Kienzler, S.E. Fleming, R.R. Pedrick, L.E. Barth, D.J. Reddy, D.M. affil: Department of Psychology, University of Wisconsin – Milwaukee, USA sug: subj: Computer-Assisted Instruction Colleges and Universities Socioeconomic Factors Academic Achievement Human Educational Measurement Learning Methods Adolescence Adult P-Value Female Male Logistic Regression Funding Source Adolescent: 13-18 years Adult: 19-44 years Female Male ab: This study was undertaken to evaluate whether the student success associated with the U-Pace instructional approach, which integratesmastery-based learning with proactive instructor support in an online learning environment, would replicate for both economically disadvantaged students and students who are not economically disadvantaged. Undergraduates were enrolled in U-Pace (intervention) or comparison sections of a gateway course at two universities with different learning management systems. Course content was held constant. At both universities, intervention students earned a significantly greater percentage of objectively determined final grades of A or B. This academic success was found for both economically disadvantaged intervention students and intervention students who were not economically disadvantaged. Improvement from the beginning to the end of the semester in intervention students' rate of mastering concepts was found at University 1, but not at University 2. The assessment of learning conducted at University 1, independent of final course grades, showed that intervention students scored significantly higher on the proctored cumulative exam than comparison students. Findings suggest that the U-Pace instructional intervention holds promise for increasing the success of undergraduates regardless of economic status. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|