2026-09-18T21:19:50Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/44391 2023-07-11 col_2142_5131 col_2142_16456 com_2142_5130 com_2142_689 com_2142_397

Ebata, Aaron T. Ebata, Aaron T. Hughes, Robert Wiley, Angela R. Diaz, Lisa Bouillion Bowers, Jill 2013-05-24T22:10:03Z 2013-05-24T22:10:03Z 2013-05 2013-05-24T22:10:03Z 2013-05 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. Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2013-04-11T18:53:56Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Bowers_Jill.pdf: 929737 bytes, checksum: 1e7509b88144edbf58d37405644e5493 (MD5) Bowers_Jill.pdf: 928934 bytes, checksum: 503c265c707581acbda08ab2eabd0b60 (MD5) Made available in DSpace on 2013-05-24T22:10:03Z (GMT). No. of bitstreams: 2 Jill_Bowers.pdf: 927998 bytes, checksum: fb32e72cf3cba7b7189426d0d305b6d4 (MD5) license.txt: 4060 bytes, checksum: d0bd1ca4f125e378cc30da5137f75447 (MD5) http://hdl.handle.net/2142/44391 en Copyright 2013 Jill Bowers Online program development computer-mediated education Internet-based education Adolescents emerging adults positive youth development prevention Online program development for youth: a qualitative analysis of online program content, instruction, and implementation text Human & Community Development 1793 Human & Community Development 0183 University of Illinois at Urbana-Champaign Dissertation Ph.D. PHD:Human& Commnty Devel -UIUC 10KS0183PHD