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The Role of Online Health Education Communities in Wellness and Recovery

The Role of Online Health Education Communities in Wellness and Recovery

Kathleen P. King, Julie A. Leos, Lu Norstrand
Copyright: © 2017 |Pages: 35
ISBN13: 9781522516743|ISBN10: 1522516743|EISBN13: 9781522516750
DOI: 10.4018/978-1-5225-1674-3.ch045
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MLA

King, Kathleen P., et al. "The Role of Online Health Education Communities in Wellness and Recovery." Public Health and Welfare: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2017, pp. 964-998. https://doi.org/10.4018/978-1-5225-1674-3.ch045

APA

King, K. P., Leos, J. A., & Norstrand, L. (2017). The Role of Online Health Education Communities in Wellness and Recovery. In I. Management Association (Ed.), Public Health and Welfare: Concepts, Methodologies, Tools, and Applications (pp. 964-998). IGI Global. https://doi.org/10.4018/978-1-5225-1674-3.ch045

Chicago

King, Kathleen P., Julie A. Leos, and Lu Norstrand. "The Role of Online Health Education Communities in Wellness and Recovery." In Public Health and Welfare: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 964-998. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1674-3.ch045

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Abstract

This chapter discusses the powerful role of online health education communities in wellness, fitness, and recovery. From knee and hip replacement to student service worker burnout, there are many freely available professional online communities, which provide health education and support for a wide variety of needs. Using qualitative inquiry, this multiple case study includes site analysis. This study explores whether adult learning principles are embedded in the design and operation of these popular virtual health education communities. The analysis specifically examines the presence and function of four specific adult learning theories' characteristics: informal learning, self-directed learning, peer learning, and common adult learning principles. Additionally, the nature of benefits and support are documented. Finally, in addition to the analysis and discussion, the chapter provides examples to identify emergent guidelines for discerning trustworthy vs. unhelpful online health education communities. Several suggestions are provided for future research.

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