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Hutchison, Bobby - Research Abstract

The Impact of Online Human Sexuality Education on Perceptions of Risk, Worry and Knowledge

This research will examine online versus on-campus human sexuality students’ perceptions of personal risk, worry and knowledge relating to sexually transmitted infections and pregnancy. Differences in students’ knowledge, perceptions of risk and worry at entry and exit points during Fall 2005 will be compared through on campus and online questionnaires.

Description

This research will examine online versus on-campus human sexuality students’ perceptions of personal risk, worry and knowledge relating to sexually transmitted infections and pregnancy (Baldwin & Baldwin, 1998; 2001). Researchers have discovered that knowledge alone is insufficient to impact safer sex behaviors in student populations (Hutchison, 1996). However, perceiving oneself at-risk and reporting moderate levels of worry have been associated with safer sex behaviors. Many health education efforts are based solely on models privileging knowledge alone. Empirical studies have previously highlighted the importance of alternative approaches, emphasizing personal risk and responsibility in college student populations.

What is not known is how well online courses compare to campus-based courses in this area. The incredible proliferation of health education and human sexuality online course offerings in California have led to large numbers of students receiving essential health information in an online format, creating a sense of urgency for empirical data on this topic. Anonymous pre- and post-test assessments of knowledge, perception of risk and worry will be given to on-campus and online students in psychology-based human sexuality courses at a medium sized college in Central California.

Differences in these student populations’ knowledge, perceptions of risk and worry at entry and exit points during Fall 2005 will be compared through on campus questionnaires and WebCT-based anonymous survey tools online. Participation will be strictly voluntary. The findings will be disseminated through on-campus Flex activities, at a regional or State education conference and potentially through peer-reviewed article(s) submitted to Psychology: Learning and Teaching. Based on the findings, suggestions for education practice will be given.