Chapter 13: Strategies for Designing Online Family Life Education Programs

by Robert Hughes, Jr., Aaron T. Ebata, Jill Bowers, Elissa Thomann Mitchell, and Sarah Louise Curtiss

Article: A Literature Review of Parents' Online Behavior


Dworkin, J., Connell, J., & Doty, J. (2013). A literature review of parents' online behavior. Cyberpsychology, 7(2), Article 1. doi:10.5817/CP2013-2-2

This literature review analyzes the most current research on parents' use of the Internet. The authors identify and discuss three main themes: (a) parents' online activities, (b) online social support, and (c) the digital divide. Their findings indicate that many parents go online to search for parenting information and to access or build social support networks. They also, however, highlight the digital divide, whereby some parents may not have Internet access and/or the skills to use and understand the information they find online. The authors note that their review revealed that more research is needed in this area in order to more fully understand parents' use of the Internet and technology, particularly related to how to develop online family life education to effectively reach parents and address their concerns and questions.

Book: Empowering Online Learning


Bonk, C. J., & Zhang, K. (2008). Empowering online learning. San Francisco, CA: Jossey-Bass.

These authors describe a general theory of online learning that they describe as "Reading, Reflecting, Displaying and Doing," which provides a range of learning activities that will engage participants with a wide range of learning styles (e.g., visual, auditory, hands on, etc.). They include descriptions of 100 specific learning activities that can be used to help teach family life education and many other types of content. Many of these activities will be familiar to educators because they are common in face-to-face settings, but the authors illustrate how to convert these activities to online delivery.


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