Browsing School, Graduate by Subject "Web-based instruction"
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The Role of Self-efficacy, Technology Acceptance, and Support, in E-Learning for Child Welfare WorkersOver the last 15 years, the use of online technology for training and workforce development has increased due to cost savings, convenience, ease of tracking, uniformity of training delivery and messaging, and accessibility. The Association for Talent Development indicated in its 2017 State of the Industry Report that 45% of all employee training was being delivered through technology. Despite its growth, much of the research on online workforce training is limited to training outcomes (e.g., passing the knowledge posttest in order to receive a certificate, certification, or Continuing Education Units) and trainee evaluations (e.g., trainee satisfaction surveys) with no higher level analysis regarding the role of the following: theory, learning or technology; enablers, like technological savvy or organizational support; and/or barriers, like technological difficulties or lack of organizational support in users’ success The specific aims of this study were: (1) to examine what user characteristics and/or factors associated with use of helpdesk support, video tutorials, and test reset, and (2) to identify what factors predicted online training completion. Data for this dissertation were obtained from the National Adoption Competency Training Initiative which was established in October 2014 through a 5-year, $9 million cooperative agreement with the Center for Adoption Support and Education, the U.S. Department of Health and Human Services, and the Administration for Children and Families, Children’s Bureau. The University of Maryland School of Social Work and The Institute for Innovation and Implementation were primary partners in the initiative. Regression analysis showed that older users were more likely to use the help desk, to have a test reset, and less likely than younger users to complete the training; mandated users were more likely to complete the training but were also more likely to require a test rest and to use the video tutorials; and race/ethnicity was significant across all research questions. Findings revealed factors that impact success with online learning, as well as areas for future research into the role of race/ethnicity, personal agency, and variation of training types (self-paced or timed) in online training success.
Testing the Effects of the E-Health Amputee Patient Empowerment Program (EAPEP)Purpose: Advances in medical care and improvements in body armor have led to more soldiers surviving high-energy penetrating battle injuries. Between 2001 and 2015, 1,645 amputations occurred from military conflicts. Web-based programs may provide supplemental resources regarding physical rehabilitation and reintegration into life. Comprehensive health information and resources can assist optimal recovery. There is a lack of comprehensive websites dedicated to empowering amputees' self-management throughout the recovery phase. The study aim was to develop a theory-based e-health website, the E-Health Amputee Patient Empowerment Program (EAPEP), and to examine the preliminary impact of the EAPEP on empowerment, self-efficacy, and health-related quality of life. Design: Two group pre-test and post-test randomized control trial design. Methods: The EAPEP is comprised of objectives, an educational content section, knowledge assessment questions, and a coordinator-moderated blog area. Experimental group participants accessed the program twice each week for eight weeks. No intervention was provided to the control group. Amputee soldiers were recruited from Walter Reed National Military Medical Center (WRNMMC). Data were collected at baseline and after eight weeks. Data were analyzed using descriptive statistics and a Mann-Whitney U Test. Findings: The original target sample size (N=60) was not obtained due to low combat-injured census during the study recruitment period. Eighteen participants completed the pretest and were randomized to the intervention group (n=9) and control group (N=9). The mean age for subjects was 39 (SD=17.9), all subjects were male, 77.8% were lower limb amputation, and 33.4% were injured by Improvised Explosive Device (IED) and mortars, 61% were in the Army, 38.9% were Officers, and 83.3% were active duty. The mean post-test Health Education Impact Questionnaire empowerment scores were found to be higher for subjects in the intervention group, although the difference was not statistically significant. Self-efficacy for managing chronic disease and quality of life change scores were higher for subjects in the intervention group, although not statistically significant. Conclusion/Implications: E-health can be a cost-effective approach to deliver high standard of care globally and can be incorporated into treatment protocols. Research with larger sample sizes is needed. A modified program for other types of amputees and injuries should be employed.