Kim, Hea-WonWilkerson, David A.Merrill, Henry S.Westhuis, David J.Ouellette, Phillip M.Hall, James A., 1948-2015-04-142015-04-142014https://hdl.handle.net/1805/6182http://dx.doi.org/10.7912/C2/1187Indiana University-Purdue University Indianapolis (IUPUI)In the fields of formal and informal online adult education, the absence of a social context for instruction has been found to present significant limitations for learner persistence and retention. In the field of online psychoeducational intervention, self-administered and self-paced individualized prevention programs have been developed for delivery to large populations of anonymous users. These delivery models provide limited social context for instructional activities, due in part to the anonymity of their participants. When social interaction is included in their prevention programs through voluntary, asynchronous self-help/mutual aid discussion forums, anonymity may still limit social interaction, in favor of observational learning advantages for self-efficacy appraisals derived from "lurking". When these large-group models have been applied to online psychoeducation intervention programs for the purposes of encouraging mutual aid, interactive participation has been limited. This mixed methods study focused on a model for the design of an online small group psychoeducational intervention that integrated individual and social learning in a parent management training program. Self-paced participation was replaced with facilitator-led participation in an asynchronous discussion forum where topics were prioritized and sequenced with learning content from individual web-based training modules. Social interaction was facilitated through online problem-based learning discussion group. Despite assertions that interactive participation in online psychoeducational discussion forums may only be accomplished once a subscriber threshold of several hundred participants has been reached, this study found that small group participation through the program's integrated design resulted large effects for increases in parent self-agency and reduction of over-reactive, coercive parenting behaviors. Participation in the online problem-based group discussion forum was found to have contributed to participant outcomes when posting characteristics revealed the presence of both mutual aid processes and the application of individual learning module content.en-USlax parentinglurkingmutual aid self-helponline parent management trainingonline psychoeducational intervention designonline small group interventionoppositional defiant disorderover-reactive parentingAdolescent psychotherapy -- Parent participation -- Research -- EvaluationParent and child -- Psychological aspects -- Research -- EvaluationParents -- Mental healthSocial service -- Interactive multimediaBlended learning -- ResearchSocial group work -- Computer-assisted instructionSelf-help groups -- Computer-assisted instructionDistance education -- Computer-assisted instructionParenting -- Computer-assisted instructionSelf-efficacy -- ResearchParenting -- Psychological aspectsOppositional defiant disorder in adolescenceTransformative learning -- ResearchProblem-based learning -- ResearchAdolescent psychology -- ResearchChild psychology -- ResearchParents -- AttitudesInteractive computer systems -- ResearchThesis