A Non-Randomized, Quasi-Experimental Comparison of Effects between an In-Person and Online Delivery of a College Mental Health Literacy Curriculum

Autor/inn/en	Aller, Ty B.; Kelley, Heather H.; Fauth, Elizabeth B.; Barrett, Tyson S.
Titel	A Non-Randomized, Quasi-Experimental Comparison of Effects between an In-Person and Online Delivery of a College Mental Health Literacy Curriculum
Quelle	In: Prevention Science, 23 (2022) 7, S.1208-1215 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aller, Ty B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-4986
DOI	10.1007/s11121-022-01350-y
Schlagwörter	Mental Health; Comparative Analysis; Advocacy; College Environment; Workshops; Literacy; Online Courses; Instructional Effectiveness; Asynchronous Communication; Enrollment; In Person Learning; Self Efficacy; Mental Disorders; Teaching Methods; College Students; COVID-19; Pandemics; Health Education + Suchen Sie Ihr Suchwort? Psychohygiene; Sozialanwaltschaft; Hochschulumwelt; Lernwerkstatt; Schulung; Alphabetisierung; Schreib- und Lesefähigkeit; Online course; Online-Kurs; Unterrichtserfolg; Einschulung; Self-efficacy; Selbstwirksamkeit; Mental illness; Geisteskrankheit; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung
Abstract	Mental health literacy (MHL) training is essential in college environments. These programs are commonly delivered in-person via workshops or for-credit courses. Campuses now seek high-quality online options. We compare the effectiveness of a for-credit MHL course against a comparison course, focusing on whether online asynchronous delivery was as effective as in-person synchronous delivery. This quasi-experimental pretest/posttest treatment/comparison study included 1049 participants across five semesters (pre-COVID-19) who were 18 years or older and self-selected enrollment in a Mental Health Awareness and Advocacy (MHAA) course (treatment; n = 474) or a general lifespan development course (comparison; n = 575). Using linear mixed effect modeling, changes in MHL were compared across groups and across online/in-person modalities. Students in the treatment group significantly increased their MHL knowledge ([beta][subscript Identifying] = 0.49, p < 0.001; [beta][subscript Locating] = 0.32, p < 0.001; [beta][subscript Responding] = 0.46, p < 0.001) and self-efficacy ([beta] = 0.27, p < 0.001), and treatment effects did not differ across modalities. With increased concern regarding mental health issues of isolated college students during the COVID-19 pandemic, this study supports the efficacy of delivering MHL courses online. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01