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Description
Title: | Online program development for youth: a qualitative analysis of online program content, instruction, and implementation |
Author(s): | Bowers, Jill |
Director of Research: | Ebata, Aaron T. |
Doctoral Committee Chair(s): | Ebata, Aaron T. |
Doctoral Committee Member(s): | Hughes, Robert; Wiley, Angela R.; Diaz, Lisa Bouillion |
Department / Program: | Human & Community Development |
Discipline: | Human & Community Development |
Degree Granting Institution: | University of Illinois at Urbana-Champaign |
Degree: | Ph.D. |
Genre: | Dissertation |
Subject(s): | Online program development
computer-mediated education Internet-based education Adolescents emerging adults positive youth development prevention |
Abstract: | Although many practitioners have turned to the Internet as a viable means of reaching youth with their programs, there is little research on how and when youth engage with online educational resources. The present study employed a grounded theory design to gain an understanding of how practitioners can develop online programs that engage youth. Participants completed face-to-face interviews (n = 27) and reviewed two online programs that addressed relationship education (n = 22), which provided the foundation for the analysis of how youth’s preferences for online program characteristics are linked to their online program exposure and ongoing participation. The analysis resulted in a four stage model of engaging youth in online programs, with a focus on the types of content, or topics (i.e., work/careers, social skills), technological tools (i.e., social networking platforms, videos), and delivery style (i.e., entertaining, opportunities to give/receive feedback) preferred by older adolescents. Implications center on the types of content (e.g., work/careers, social skills, relationships, media literacy) and delivery modes (e.g., the different instructional pathways for the various topics covered) that practitioners should consider. Additionally, future research that quantitatively examines the four-stage model and individuality among youth, or qualitatively allows youth to be a part of the program development and evaluation process is discussed. |
Issue Date: | 2013-05-24 |
URI: | http://hdl.handle.net/2142/44391 |
Rights Information: | Copyright 2013 Jill Bowers |
Date Available in IDEALS: | 2013-05-24 |
Date Deposited: | 2013-05 |
This item appears in the following Collection(s)
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Dissertations and Theses - Human and Community Development
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Graduate Dissertations and Theses at Illinois
Graduate Theses and Dissertations at Illinois