Acceso usuarios
San Cristóbal de La Laguna, España
Introduction. The increasing use of online parenting resources offers the opportunity to improve the parenting role through Personal Learning Environments (PLEs). However, there is no evidence concerning the effectiveness of the learning process that takes place in a PLE space.
Method. We evaluated the “Positive Parent” program through the self-assignment of: (a) 143 Spanish-speaking parents to the program modules, following a fixed learning itinerary based on the experiential methodology (Program Group), and (b) 139 parents to complementary multimedia material, following a self-guided, flexible learning itinerary (Visitor Group). For the first goal, both groups were automatically monitored for their pre-posttest completion of the Positive Parenting Scale, resulting in significant improvements in Family involvement, Affection and recognition for the child, Family communication and stress management, and Shared activities in the Program Group only. For the second goal, the Program Group was automatically monitored for Connection time, Connection duration, and Program duration, as well as level of engagement in Forum participation, Diary use, and Making a commitment.
Results. Latent Profile Analysis (LPA) was used to identify patterns of pre-post changes in positive parenting, showing moderate to high improvements in three out of four profiles, that is, for 87.4% of the parents. There was a significant relation between the participants’ decisions in the PLE space and profile membership, with higher engagement in forums, diary use, and making a commitment linked with greater improvements in positive parenting.
Discussion and Conclusion. Given the use of spontaneous enrolment and self-assignment of participants to the program and visitor conditions, we cannot rule out the possibility that individual differences in unknown factors (i.e., motivation) may have affected the results for program effectiveness. However, we provide evidence that the significant improvements in all dimensions of positive parenting were limited to the Program Group, as indicated by the significant group x time interactions, despite the Visitor Group’s exposure to equivalent multimedia materials. For the first time, this evaluation reveals some of the relevant implementation conditions related to the effectiveness of PLEs in non-academic settings. The Positive Parent program provides Spanish-speaking parents with an innovative and successful learning experience to enhance positive parenting that may ultimately promote positive child development and family wellbeing.
