INTERNET IN FAMILY LIFE EDUCATION By Zhou Linlin (Bachelor of Law, Peking University) A DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SOCIAL SCIENCES (SOCIAL WORK) NATIONAL UNIVERSITY OF SINGAPORE 2005 ACKNOWLEDGEMENTS I am grateful to the National University of Singapore for the research scholarship which made this research possible I would like to give my special thanks to my supervisor, Dr Tan Ngoh Tiong for his constant guidance and invaluable support in every stage of this thesis My thanks also go to all the respondents who participated voluntarily in the online survey I am also very grateful to Mrs Wangshu for providing all the technical support for the online survey voluntarily Last but not least, I am grateful to my family members and all my friends for their encouragement and support in my research I Table of Contents ACKNOWLEDGEMENTS .I SUMMARY IV CHAPTER I INTRODUCTION Rationale for Research Research Problem Why Study Adult Singletons Why Study Full-time Mothers Research Questions Nominal Definitions Family Life Education Needs Singleton CHAPTER II LITERATURE REVIEW 10 Theoretical Framework 10 The Life Course Perspective 10 Framework for Life-Span Family Life Education 13 Helping Models 16 Adult Learning Theory 20 The Internet and Online Social Services 22 Family Life Research in China 25 Research on Singletons 27 CHAPTER III METHODOLOGY 32 Research Methods 32 Sample 33 Procedures 34 Technical Preparation 34 Recruitment of Respondents 36 Data Collection 36 Data Management 37 Data Analysis 37 Observation of BBS 38 Online Focus Group 38 Ethical Issues in the Research 38 II Advantages of the Research Method 39 Limitations of the Research Method 41 CHAPTER IV RESULTS 42 Profile of Respondents 42 Family Life Education Topics 47 Gender Comparisons 51 Age Comparisons 52 Role Comparisons 53 FLE Needs of Adult Singletons 53 FLE Needs of Full-time mothers 56 Regression Analysis 60 CHAPTER V DISCUSSION 64 Potential Audience 64 Interests on Family Life Education Topics 66 FLE Needs of Adult Singletons 71 FLE Needs of Full-time Mothers 74 Implications for Online FLE 76 Implications for Policy 78 Limitations of the Study 80 CHAPTER VI SUMMARY AND CONCLUSIONS 81 Key Findings and Suggestions 81 Conclusion 85 References 86 Appendix A: Questionnaire (English Version) 100 Appendix B: Questionnaire (Chinese Version) 106 III SUMMARY The overall purpose of this study was to find empirical evidence for providing online family life education to Chinese families This study explored the profile of potential audience, their interests in family life education topics and their Internet experiences with current available family-related websites A combination of both quantitative and qualitative methods was used for the study The sample was recruited from three popular Chinese family-related websites Data were collected through online survey and online focus groups A total of 2,459 valid responses were received within one month The profile of the respondents displayed both similarities and diversities among the users of the three websites The majority of the respondents have a higher education of a diploma and above Few respondents come from low-income families This indicates the existence of the digital divide that Internet access is limited to a higher educated and middle- and high-income population However, since the majority of the respondents are from middle-income families, it is promising that the digital divide may narrow down and the Internet may have a potential to reach more people from different socio-economic classes Generally, respondents were more interested in topics related to process skills rather than developmental tasks Significant gender difference was found in the reported interests in the family life education topics Overall, women were more interested in topics related to parenthood, family interaction and family resources IV management than men, while men were more interested in family ethics, development and sexuality than women Women spent more time on family-related websites than men This difference probably is related to the different roles Chinese women and men performing in the families The needs for family life education of two groups of people, adult singletons and full-time mothers, were also explored separately They received little attention in the previous research The two groups of people were found to have special needs for family life education and were highly potential audience for online ELE The frequency and time of visiting family-related websites has a significant positive correlation with happiness with family life, happiness with marriage and confidence as parents The life course perspective and andragogical model proved to be a useful framework in guiding this study and in interpreting the results A collaborative teaching method was suggested according to the theory and the findings of the study Implications of this study for practice, policy and online research were discussed The Internet is a useful preventive strategy of great potential by providing online FLE to the Chinese Internet population This study provides insights into not only the task of providing information, but also into how to deliver the most relevant information and how to help online users absorb information more efficiently and effectively V List of Figures Figure 1: Education Level of Respondents 43 Figure 2: Monthly Family Income of Respondents 43 List of Tables Table 1: Profile of the Respondents of the Survey 45 Table 2: Family Background of the Respondents of the Survey 46 Table 3: Means and Standard Deviations of Topics Categories 47 Table 4: Top FLE Topics by Mean Ranked Score 48 Table 5: Lowest ten LE Topics by Mean Ranked Score 48 Table 6: Ten Highest Deviation Topics 49 Table 7: Additional Education Topics Suggested by More Than One Participant 50 Table 8: Popular topics on BBS 50 Table 9: T test with Singletons vs People with Siblings 56 Table 10: T Tests with Full-time Mothers vs Non-full-time Mothers 57 Table 11: Popular Topics on the Full Time Mothers’ BBS 58 Table 12: Regression Analysis for Predicting Happiness of Marriage 61 Table 13: Regression Analysis for Predicting Happiness of Family Life 61 Table 14: Regression Analysis for Predicting Confidence as Parents 61 Table 15: Correlation for Predictor and Criterion Variables in Multiple Regression Analysis 63 VI CHAPTER I INTRODUCTION Since the introduction of the Internet into people’s daily life, this new information technology has been continuously increasing its reach to families with its decreasing cost The Internet has become a more and more popular way of communication and source of information It also provides a prospective way of education The Internet offers potential access to a virtually unlimited pool of audiences, for which geography and service delivery no longer need to be connected It may offer services to multi-users multi-times on an ‘as needed’ basis at anytime and anywhere with Internet connection However, the Internet’s power for helping professions has not been fully and adequately utilized The Internet has brought opportunities as well as challenges for family life practitioners (Smith, C.A., 1999) Many family life education websites in different languages (e.g., National Council on Family Relations, United States, www.familylifeeducation.org; Social Welfare Department, Hong Kong, http://www.family-land.org/) have been built up Online social service is a very contemporary area worthy of exploration Rationale for Research According to China National Network and Information Center (CNNIC)’s national survey, the total Internet population (who surfs the internet at least one hour per week) of China, including Hong Kong and Macao, had reached 103 million, of whom 68.5% connected the Internet at home Their average time spent on the Internet is 14.0 hours to 4.1 days per week (CNNIC, 2005) In comparison with the number of 620,000 users in 1997 (CNNIC, 1997), the Internet population is increasing very fast As the expansion of the Internet usage continues and the Internet functionality increases, there is concomitant growth in online human service applications In a word, we are in a ‘‘start-up’’ phase of human service Internet development (Finn & Holden, 2000) The evolution of the Internet age is that the locus of information control has shifted from the expert to the consumer (Smith, C.A., 1999) Online education is a self-study process with minimal supervision While locally-based services will continue to be important, the Internet will promote changes in the time, space and method in which family life education (FLE) is delivered The direction and efficacy of these changes, however, remain unclear As more agencies must decide whether to use scarce resources to engage in online practice, issues of needs and effectiveness come to the fore It is necessary to determine for whom, for what outcomes, in what form, and under what circumstances, online practices are effective (Finn & Holden, 2000) The first step and the foundation of building an integrated FLE program is needs assessment (Arcus & Hennon, 1993) Needs assessment is a widely considered necessary tool for effective programming (Grinnell & Unrau, 2005) First of all, educators should know the needs that are critical for individuals at various points of the life span (McKillip, 1987) In addition, it is clear that quality FLE is built upon a foundation of careful conceptualizations and rigorous research (Kaplan & Hennon, 1990) The data from the needs assessment could be used to prioritize programs, funding and resources in order to better help the target population Research Problem The tremendous socio-economic reform in the last two decades has brought changes in all facets of family life in mainland China The one-child policy caused changes in family structure, family interaction and parenting styles The societal changes have been creating strains or tensions in individuals and families The rate of divorce, family violence and infidelity, and reported generational conflicts are on the rise According to Kirkendall (1973), certain family difficulties have commonly occurred in societies as they became industrialized and urbanized, and these family difficulties have typically given rise to attempts to strengthen the family through the efforts of outside agencies China’s officials and scholars have been constantly making efforts to stabilize the function of families However, social work and family services in mainland China is in its very elementary stage Little financial and human Silberberg, S (2001) Searching for family resilience Australian Institute of Family Studies, 58, 52-57.Scott, R.I (2001) Me, myself, and I: the life of an only child A thesis submitted for Master of Social Work, Capricornia State University Smith C.A (1999) An essay for practitioners: family life pathfinders on the new 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Psychology of the Chinese People (pp 39-73) Taipei: Laurent Yun, G W., & Trumbo, C W (2000) Comparative response to a survey executed by post, email, and web Journal of Computer-Mediated Communication, (1) Zhan, H J., (2004) Willingness and expectations: intergenerational differences in attitudes toward filial responsibility in China Marriage and family review, 36, 175-200 中国新闻网(2004), 中国女性性调查：逾七成女性对自身性生活满意, retrieved from http://news.tom.com/1988/20041015-1424604.html 中华女性网 (2002)，干得好不如嫁得好，retrieved from http://www.china-woman.com/gb/2002/03/23/zgfnb/fycx/4.htm 99 Appendix A: Questionnaire (English Version) Dear Sir or Madam, I am a graduate student from National University of Singapore I am conducting a survey on the needs for parenting and family life education The information collected will strictly be kept confidential and the report will consist of aggregate data only I will be very grateful to you if you can take no more than ten minutes to complete the questionnaire below Thank you very much for your cooperation 100 Background Information Sex Age Male Female Below 18 18—23 23—29 30—35 36—40 41—50 51 and above Birth Position First Second 3.Third or more Sibling No or more Region 1.Jurisdictional City 2.Other part of mainland China Hong Kong, Macau or Taiwan 4.Overseas Religion Freethinker 2.Buddhist Taoist 4.Christian 5.Islam 6.Other Education 1.Primary 2.Secondary 3.Tertiary 4.University Post-graduate Occupation 1.Clerical, Sales, Technician Executive, Doctor, Lawyer, IT profession Factory worker, Laborer, Waiter(ess) 4.Homemaker Teacher, Nurse, Civil service man, Military Self-employed Farmer, fisher 8.Student Unemployed 10.Other Family Income per month (RMB) Below 1000 1000—2999 3.3000—4999 5000—6999 7000—9999 6.10,000 and more 10 Marital status 1.Married 2.Seperated 3.Divorced 4.Widowed Remarried 6.Unmarried 7.Engaged 8.Cohabitation 11 Years Married 1.0/Not applicable 2.Below 3.1-3 4.4-7 5.8-10 6.above 10 12 Number of Children 1.0 2.Pregnant 3.1 4.2 5.3 and above 13 Age of Children (Multiple choices if you have more than one child) 1.0/Not Appliable 2.Below 3.1-3 4.4-7 5.8-12 6.13-17 7.18 or above 14 Living Arrangement (Multiple choice) 1.with partner 2.with children 3.with parents 4.with parents in law 5.with siblings 6.with siblings in law 7.other Needs for Family Life Education How interested are you in these topics? Not very interested Not interested Interested Very interested 101 Family Interaction (1) Families as sources of protection, guidance, affection and support (2) Families as possible sources of anger and violence (3) Differences in families (membership, economic level, role performance, values) (4) Changing needs and expectations of all family members (5) Rights, responsibilities, and independence of all family members (6) Family transitions (marriage, birth, divorce, remarriage, death) (7) Individual and family roles (8) Individual development in the family (9) Intimate relationships in the family (10) Effects of family on self-concepts of its members (11) Factors affecting marital and family relationships (12) Giving and receiving affection (13) Power and authority in the family (14) Family rules—overt and covert (15) Sources of stress and coping with stress (16) Intergenerational dynamics throughout the life span (17) Life style choices (18) Family history, traditions and celebrations (19) Varying influences on family interaction patters (ethnic, racial, social) Family Resources management (1) Developing personal resources (2) Resource consumption and conservation—material and nonmaterial (3) Using resources to meet basic needs of family (food, clothing, shelter) (4) Expendability of human energy (5) Balancing family and work roles (6) Developing leisure interests (7) Varying needs of family members for privacy and independence (8) Financial planning (9) Values as bases for choices (10) Establishing long and short term goals (11) Differing views about uses of family resources (12) Development of personal resources through career choices (13) Influences on consumer decisions (personal values, costs, media, peers) (14) Retirement planning Parenthood (1) Changing parental responsibilities as children become independent (2) Changing parent-child relationships over the life span (3) Preparation for birth and parenthood (4) Demands and rewards of parenthood (5) Child-rearing practices, guidance and parenting strategies (6) Importance of parental communication regarding child-rearing practices 102 (7) Parent-child communication (8) Family conflict and conflict resolution (9) Providing a safe environment for children (10) Teaching life skills to children (self-sufficiency, decision making) (11) Problems of family violence, abuse, and neglect (12) Varied parenting situations (single parenting, step-parenting, adoption) (13) Sources of help for parents (family, neighbourhood, community) (14) Factors to consider in deciding if and when to become a parent (15) Influences on parenting styles (ethnic, racial, social) Interpersonal Relationships (1) Building self-esteem and self-confidence in self and others (2) Establishing personal autonomy (3) Achieving constructive personal change (4) Communicating effectively (5) Dealing with emotions (6) Dealing with crises (7) Types of intimate relationships (8) Exercising initiative in relationships (9) Developing, maintaining and ending relationships (10) Understanding the effects of self-perceptions of relationships (11).Varying influences on roles and relationships (Ethic, racial, social) (12) Recognizing factors associated with quality relations (13) Taking responsibility and making commitments in relationships (14).Evaluating choices and alternatives in relationships (15) Changes in the marital relationship over time (16) Acting in accordance with personal beliefs with consideration for others’ best interests (17) Creating and maintaining a family of one’s own Human development and sexuality (1) Self-development (2) Conception of adulthood, aging and death (3) Responsibility for personal and family health (4) Communication about sexuality (personal values, beliefs, shared decision making) (5) Normality of sexual feelings (6) Human sexual response (7) Contraception, infertility and genetics (8) Responsible sexual behavior (choices, consequences, shared decision making) (9) Prevention of sexual abuse (10).Varying societal beliefs about sexuality 103 Family Ethics (1) Ethical principles as one kind of values (2) Ethical values as guides to human social conduct (3) Acting in accordance with personal beliefs with consideration for others (4) Interrelationship of rights and responsibilities (5) Personal autonomy and social responsibilities (6) Establishing an ethical philosophy of life (7) Complexity and difficulty of ethical choices and decisions (8) Ethical implications of social and technological changes (9) Assisting in the formation of ethical concepts and behavior in others Family and Society (1) Understanding and affecting laws and policies (2) Transmitting values regarding education, justice and the law (3) Family conflict and legal protection of family members (4) Understanding and obtaining community support services (5) Supportive networks (family, friends, religious institutions) (6) Role of family in society (7) Individual and family responsibility in the community (8) Utilizing the education system (9) Family participation in the education of children (10) Education through the life span (11) Reciprocal influences of technology and families (12) Economic fluctuations and their impact on families (13) Interrelationship of families, work and society (14) Population issues and resource allocation Other related topics you are interested, please indicate: General Information How you find your family life? 1.Very unhappy 2.Unhappy Happy 4.Very happy How you find your marriage? 1.Very unhappy 2.Unhappy N.A Happy 4.Very happy How you find yourself as a parent? very unconfident Unconfident N.A Confident Very confident 104 In the past one year: (i) How often did you visit parenting and family websites? 1.Less than one time per month 3.One to four times per month 4.One to five times per week 5.More than six times per week (ii) How long was your average time spent on parenting and family websites? 1.Less than ten minutes 2.10 to 30 minutes 3.30 to 60 minutes 4.more than one hour (iii) How satisfied are you with the information provided by the different websites? 1.Very dissatisfied Dissatisfied Satisfied 4.Very satisfied 105 Appendix B: Questionnaire (Chinese Version) 尊敬的先生或女士： 我是新加坡国立大学的一名中国研究生。我正在进行一项关于对家庭生活的研 究。研究中收集到的所有信息，将严格保密。研究报告中，也将只包含统计数 据。如果您能够在百忙之中抽出十分钟时间完成以下的问卷，我将十分感激。 谢谢您的支持和合作！ 我明白这个问卷的性质并愿意回答问卷/ 我明白这个问卷的性质并愿意回答问卷 我不愿意继续回答问卷 106 第一部分 性别 性别: 年龄: 年龄 男 女 18 以下 18 25 26 30 31 35 36 40 41 50 50 以上 排序: 老大 老二 老三或以上 排序 弟兄姊妹: 10个 21个 个以上 弟兄姊妹 地区: 直辖市 中国大陆其他地区 香港, 澳门, 台湾 海外 地区 宗教: 无 佛教 道教 基督教 伊斯兰教 其他 宗教 教育: 教育 无正式教育 小学 中学 职教 大中专 本科 本科以上 职业: 职业 文书, 销售, 技工 执行人员, 医生, 律师, IT 专业人士 工人,伺 应生 家庭主妇 教师, 护士, 公务员, 军人 自雇人士 农,林牧副渔业人员 学生 无业 10 其他 家庭月均 家庭月均收入(人民币 收入 人民币) 人民币 1000 以下 1000 2999 3000 4999 5000 6999 7000 9999 10000 及以上 10 婚姻: 婚姻 已婚 分居 离婚 寡居或鳏居 再婚 未婚 订 婚 同居 11 结婚年份: 没结婚 年以下 3 年 4 年 8-10 年 结婚年份 10 年以上 12 孩子: 无 怀孕 31个 42个 个及以上 孩子 13 孩子年龄: 孩子年龄 (如果多过一个孩子可多选) 怀孕 岁以下 1-3 4 12 13 18 18 以上 无孩子 14 居住方式: 居住方式 (可多选) 与配偶同住 与子女同住 与父母同住 与岳父母或 公婆同住 与弟兄姊妹同住 与配偶的弟兄姊妹同住 其他 第二部分 您对以下话题，兴趣如何 如何？ 您对以下话题，兴趣 如何 ？ 没有兴趣 不太有兴趣 (1) (2) (3) (4) 有兴趣 很有兴趣 家庭互动 让家庭成为保护, 教导, 爱和支持的来源 家庭中可能产生的愤怒和暴力 家庭成员不断变化的需求和期望 家庭成员的权利, 责任和独立性 107 (5) 家庭的变迁(结婚, 生子, 离婚, 再婚, 死亡) (6) 个人和家庭的角色 (7) 家庭中的个人发展 (8) 夫妻关系 (9) 家庭对于成员的自我认识的影响 (10) 影响婚姻和家庭关系的因素 (11) 给与和接受爱 (12) 家庭中的权力与权威 (13) 家庭规则 明确的和隐性的 (14) 压力的来源和应对 (15) 世代之间的互动 (16) 生活方式的选择 (17) 家庭历史, 传统, 节庆和纪念日 (18) 家庭的差异(成员, 经济水平, 角色履行, 价值观) (19) 影响家庭互动方式的因素(种族的, 民族的, 社会的) 家庭资源管理 (1) 发展个人资源 (2) 物质和非物质资源的使用和保持 (3) 利用资源来满足家庭的基本需求(食物, 衣服, 住所) (4) 运用，保持和恢复精力 (5) 平衡家庭和工作的角色 (6) 发展休闲兴趣 (7) 家庭成员对于隐私和独立的不同需求 (8) 财务计划 (9) 以价值观为基础做选择 (10) 设定长期和短期的目标 (11) 关于家庭资源使用的不同观点 (12) 通过事业发展个人资源 (13) 影响消费决定的因素(个人价值观, 花销, 媒体, 同龄人) (14) 退休计划 父职母职 (1) 孩子日渐独立过程中, 不断改变的父母职责 (2) 不断改变的亲子关系 (3) 准备生子和做父母 (4) 做父母的要求和回报 (5) 养育和引导孩子的方法, 技巧和策略 (6) 父母亲关于孩子教养上的交流的重要性 (7) 亲子交流 (8) 家庭冲突和冲突的解决 (9) 为孩子提供安全的环境 (10) 孩子的生活技巧教育(比如做决定) (11) 家庭暴力, 虐待和忽略 108 (12) 非常规情况下的育儿(单亲, 后父母, 领养) (13) 育儿的帮助来源(家庭, 邻居, 社区) (14) 当决定是否和何时成为父母时, 需要考虑的因素 (15) 影响育儿方式的因素(种族的, 民族的, 社会的) 人际关系 (1) 建立自尊和自信 (2) 建立主见和自主 (3) 实现有益的个人改变 (4) 有效地沟通 (5) 处理情绪 (6) 处理危机 (7) 男女关系的类型 (8) 在男女关系中采取主动 (9) 发展, 保持和结束男女关系 (10) 认识对关系的自我感觉对于男女关系的影响 (11) 认识与男女关系质量相关的因素 (12) 在男女关系中负责和承担义务 (13) 评估男女关系中的抉择和可供选择的方式 (14) 婚姻关系随时间而改变 (15) 建立和维持自己的家庭 (16) 根据个人的信念行动, 同时也为他人着想 (17) 影响各自角色和男女关系的因素(种族的, 民族的, 社会的) 发展与性生活 (1) 发展的各方面因素: 身体的, 认知的, 情感的, 道德的, 个性的, 社会的和性 别的 (2) 发展因素之间的相互影响 (3) 在个体发展中影响个体差别的因素 (4) 促进自我和他人的发展 (5) 关于成年和老化的误解与事实 (6) 对待残疾 (7) 影响成长和发展的社会与环境因素 (8) 对个人和家庭健康的责任 (9) 关于性方面的沟通 (个人价值观, 信仰, 共同做决定) (10) 正常看待性感觉和性反应 (11) 人体的性反应 (12) 避孕, 不孕, 以及基因 (13) 负责任的性行为(选择, 后果, 共同做决定) (14) 防止性虐待 (15) 关于性的不同社会观念 道德规范 (1) 指引和评价社会行为的道德准则 109 (2) (3) (4) (5) (6) (7) 权利和义务的相互关系 个人的自主与社会责任 建立道德的人生哲学 道德选择和决定的复杂和困难 社会和技术变迁的道德意义 帮助他人建立道德观念和行为 家庭与社会 (1) 了解法律和政策 (2) 了解和寻求社区服务的支持 (3) 家庭冲突和家庭成员的法律保护 (4) 利用教育体系 (5) 家庭参与孩子的教育 (6) 终身教育 (7) 关于教育, 公正和法律, 转变中的价值观 (8) 宗教对家庭的影响 (9) 保护所有人的人权 (10) 家庭在社会中的角色 (11) 个人和家庭在社区中的责任 (12) 技术与家庭的互惠 (13) 经济行情和对家庭的影响 (14) 家庭, 工作和社会的相互关系 (15) 人口问题和资源分配 其他您感兴趣的 其他您感兴趣的相关 相关话题 相关话题, 话题 请指 出: _ 第三部分 你觉得你自己的家庭生活幸福吗? 你觉得你自己的家庭生活幸福吗 很不幸福 不幸福 幸福 很幸福 你觉得你自己的婚姻 你觉得你自己的婚姻幸福吗 幸福吗? 幸福吗 很不幸福 不幸福 幸福 很幸福 没结婚 你对做一个 对做一个好 一个好父母： 父母 很没有信心 没有信心 有自信 很有信心 在过去的一年中, 在过去的一年中 (1) 你平均多长时间访问一次育儿和家庭相关的网站 平均多长时间访问一次育儿和家庭相关的网站（比如家园，摇篮） 多长时间访问一次育儿和家庭相关的网站（比如家园，摇篮）? （比如家园，摇篮） 一个月少于 次 一个月 到 次 一星期 到 次 一星期 次或以上 (2) 你每次平均在育儿和家庭相关网站浏览多长时间? 你每次平均在育儿和家庭相关网站浏览多长时间 少于 10 分钟 10 30 分钟 30 到 60 分钟 多过一个小时 (3) 你觉得这些网站上 觉得这些网站上提供的信息是否 这些网站上提供的信息是否对你有帮助 提供的信息是否对你有帮助？ 对你有帮助 没有帮助 没有多大帮助 有帮助 很有帮助 110 [...]... happiness of family life, happiness of marriage, and confidence as parents? Nominal Definitions Family Life Education Since the launch of family life education in the United States in 1970s, there are many definitions for family life education from different angels, and a consensus has not been reached yet In this study, family life education is defined as education that has a focus on strengthening... as parenting education and marriage education, little research about online family life education for Chinese are found Family Life Research in China A combination of recent historical changes at the economic, political, and social levels has resulted in changes in family structure, family life, education, and openness to new ideas in China (Kang, 2003) The impact of this reform on family life, such... remains the same: the family constitutes the basic social unit required for survival in China (Saso, 1999) The Chinese family as a commune binds its members, especially marital partners, in health and sickness, in happiness and distress Such family values are still central in modern Chinese life (Yang, 1988) However, the divorce rate has skyrocketed by increasing 50% in China in the last decade In 2004,... Doherty (1995) distinguished FLE from family therapy through five levels of family involvement, in which this model of FLE contains four levels of family involvement including information and advice, feelings and support and brief focused intervention The boundary he set strengthened the developmental approach of FLE Continuing uncertainty regarding the nature of FLE, inconsistency in the use of the... automatically preclude Internet health searches Cultural differences may influence the way of learning not only in face-to-face teaching but also in online teaching Research found that Chinese learners, being influenced by Confucian Culture, exhibit unique perceptions and behaviours in a web-based learning environment, such as passivity in expressing opinions and uncertainty about their learning without a teacher’s... Commission on Family Life Education, 1968), the most accepted conceptualization of the content of the family life education is presented in the Framework for Life- Span Family Life Education (Arcus, 1987) This framework was based on two interrelated assumptions The first assumption is that family life education is relevant to individuals of all ages and to all families, whatever their stage of the family life. .. progression of family life This might be accomplished by equipping families with more process skills such as decision-making, communication and problem-solving so that families can take responsibility for their own family career (Russell, 1993) Framework for Life- Span Family Life Education The issue of definition and clarification of family life education has been debated since the inception of the field in spite... teacher’s assurance (Wong, 2004) In 1999, the journal of Family Relations published a special issue about FLE in the information age in responding to the overwhelming development of the Internet The cultural changes the Internet has brought about and the challenges for family life practitioners are discussed Three strategies: Information management, transforming information into useful knowledge and direct... Internet for psycho-educational services, such as providing clients access to needed information, sensitizing clients to counselling services, providing opportunities for diverse populations to present questions about coping with issues of everyday life, expanding access to referrals, and informing the public of specific topics of interest As estimated, 73 million people in the US had gone online in. .. is narrowing and the Internet population in the US is increasingly reflecting American demographics The most encouraging finding of various studies is that technology-driven interventions can be effective with individuals from various socio-economic groups and not just computer-literate middle-class parents (Long, 2004) As Fox (2003) indicated in her research in California, lower income and education ... confidence as parents? Nominal Definitions Family Life Education Since the launch of family life education in the United States in 1970s, there are many definitions for family life education from different... for Life- Span Family Life Education 13 Helping Models 16 Adult Learning Theory 20 The Internet and Online Social Services 22 Family Life Research in China... education such as parenting education and marriage education, little research about online family life education for Chinese are found Family Life Research in China A combination of recent historical