Healthy Outcomes for Teens Project: Diabetes Prevention Through Distributed Interactive Learning

作者：Castelli Darla M; Goss David; Scherer Jane; Chapman Novakofski Karen^*

来源：Diabetes Technology & Therapeutics, 2011, 13(3): 359-364.

DOI：10.1089/dia.2010.0125

Aim and Methods: This study assessed whether distributed interactive learning via web-based modules and grounded in schema and social cognitive theory (treatment group, n = 101) would increase knowledge about diabetes prevention in adolescents from three middle schools to a greater extent than the control group (n = 80) and examined whether the school environment used to convey the education had an effect.
Results: The treatment group showed substantially greater increases in overall and individual modular content knowledge, with 72 voluntarily choosing to retake evaluations that significantly improved their scores. The treatment (t[3.8], beta >= 0.30, P < 0.001) and format of delivery (after school, pull out from physical education, or health education curriculum) (t[3.41], beta >= 0.24, P < 0.001) influenced knowledge.
Conclusions: Thus, distributed interactive learning was more effective than its passive counterpart, and a more structured delivery enhanced knowledge, as did opportunities to self-regulate learning. Attention to these process components will facilitate effective interventions by educators in schools.

• 出版日期2011-3