Karin K Coyle1, Brittany D Chambers2, Pamela M Anderson1, Regina Firpo-Triplett3, Emily A Waterman4. 1. ETR, 100 Enterprise Way, Suite G300, Scotts Valley, CA 95066. 2. Preterm Birth Initiative-California, University of California, San Francisco, 550 16th Street, 3rd Floor, San Francisco, CA 94158. 3. 100 Enterprise Way, Suite G300, Scotts Valley, CA 95066. 4. Prevention Research Centerm The Pennsylvania State University, 119 Health & Human Development, University Park, PA 16802.
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.
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.
Authors: María Lameiras-Fernández; Rosana Martínez-Román; María Victoria Carrera-Fernández; Yolanda Rodríguez-Castro Journal: Int J Environ Res Public Health Date: 2021-03-04 Impact factor: 3.390