Campus Units

Human Development and Family Studies

Document Type

Article

Publication Version

Published Version

Publication Date

2010

Journal or Book Title

Family Science Review

Volume

15

Issue

1

Abstract

A program evaluation of the Partnering with Parents training program instructed in the traditional (face-to-face) classroom setting and online was conducted. There was a statistically significant increase in all participants’ (n =146) ratings of their parenting education competencies (i.e., knowledge and skills) from before to after the training. Those who participated in the online training rated their competencies before the training higher than those who participated in the traditional setting; however, they also rated their competencies after the training modestly lower than those who participated in the traditional setting. Qualitative analysis revealed that regardless of program delivery format, participants reported a paradigm shift in how they viewed themselves as parenting educators, as well as broadened their understanding of parenting education. Participants reported the following aspects of the program that helped to make it effective: a quality curriculum; formation of a learning community; instructor content knowledge, approachability and professionalism; and flexibility in training design (i.e., a variety of learning tools, options to attend other sites, and asynchronous online learning activities).

Comments

This article is published as Kimberly Greder, Jennifer A. Diers, and Melissa P. Schnurr, Evaluation of the Effectiveness of Online and Traditional Classroom Delivery Format for Training Parenting Educators. Family Science Review, 2010, 15(1). Posted with permission.

Copyright Owner

Family Science Association

Language

en

File Format

application/pdf

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