Blended Learning for Sexual Health Education: Evidence Base, Promising Practices, and Potential Challenges

Autor/inn/en	Coyle, Karin K.; Chambers, Brittany D.; Anderson, Pamela M.; Firpo-Triplett, Regina; Waterman, Emily A.
Titel	Blended Learning for Sexual Health Education: Evidence Base, Promising Practices, and Potential Challenges
Quelle	In: Journal of School Health, 89 (2019) 10, S.847-859 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coyle, Karin K.) ORCID (Chambers, Brittany D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12821
Schlagwörter	Blended Learning; Sexuality; Health Education; Sex Education; Evidence Based Practice; Educational Practices; Barriers; Elementary Secondary Education; Literature Reviews; Best Practices; Outcomes of Education + Suchen Sie Ihr Suchwort? Sexualität; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Bildungspraxis; Lernleistung; Schulerfolg
Abstract	Background: Blended learning is a combination of online learning and face-to-face instruction, and is increasingly being used in K-12 settings. A meta-analysis conducted for the Department of Education suggests blended learning is more effective than either group-based or online learning alone, particularly in K-12 settings. Methods: This paper provides a narrative review of the literature from 2000 to 2017 on blended learning as it applies to sexual health education programs, and discusses outcomes, best practices and potential challenges of blended learning that may be important for practitioners and researchers considering this approach. Results: Blended learning approaches are being used successfully in sexual health education programs, including school-based programs, and have yielded positive behavioral and psychosocial changes. Similar to traditional group-based programs, not all outcomes tested in these programs showed positive impact. Designing blended learning programs can be challenging, but there is a large best-practice literature that can inform practitioners interested in using it. Conclusions: Blended learning approaches are viable for sexual health education and offer numerous advantages to group-based only programs, such as confidential personalization and an instructional approach that is familiar and engaging for participants. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01