Online program development for youth: a qualitative analysis of online program content, instruction, and implementation

Bowers, Jill

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https://hdl.handle.net/2142/44391 Copy

Description

Title

Online program development for youth: a qualitative analysis of online program content, instruction, and implementation

Author(s)

Bowers, Jill

Issue Date

2013-05-24T22:10:03Z

Director of Research (if dissertation) or Advisor (if thesis)

Ebata, Aaron T.

Doctoral Committee Chair(s)

Ebata, Aaron T.

Committee Member(s)

• Hughes, Robert
• Wiley, Angela R.
• Diaz, Lisa Bouillion

Department of Study

Human & Community Development

Discipline

Human & Community Development

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(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.

Graduation Semester

2013-05

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http://hdl.handle.net/2142/44391

Copyright and License Information

Copyright 2013 Jill Bowers

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