Evaluating the Effectiveness of Online Training for a Comprehensive Violence Against Women Program: A Pilot Study

Abstract

Evaluating violence against women (VAW) training is essential to moving the field forward with proven approaches that can improve service provision for survivors of violence. Given existing resource constraints involved in VAW work, online training represents an economical and flexible option; however, existing evaluations of online programs in the VAW field are scant and face a variety of limitations. This study aimed to fill this gap by using a pre-/posttest design, comparison group, and mixed-method analysis to assess the effectiveness and value of an online training program. The program was intended to provide foundational knowledge in feminist antiviolence principles and values to a range of individuals working with survivors of intimate partner violence (IPV). Program participants ( N = 108) included volunteers, students, and professionals from various sectors, allowing for the application of the results to a broader field of VAW support services. This is important as individuals who work with IPV survivors may do so in a range of settings outside of the shelter context. Results demonstrate the potential for online VAW training to improve participants' knowledge of and attitudes about VAW, which can positively inform their work with survivors. Qualitative responses provide further insight into course impact and highlight positive and negative aspects of the course. Although preliminary, these results provide justification for continued development and evaluation of online VAW training programs.

A global collaboration to study intimate partner violence-related head trauma: The ENIGMA consortium IPV working group

“…While face-to-face trainings have been found effective (e.g., Ramsay et al, 2012;Schoening, Greenwood, McNichols, Heermann, & Agrawal, 2004;Thompson et al, 2000;Zaher, Keogh, & Ratnapalan, 2014), online trainings such as that developed by the Ontario Association of Interval & Transition Houses (OAITH) Foundations of violence against women (VAW) showing promise for an effective, and more easily accessible training format (Etherington, Baker, Ham, & Glasbeek, 2017). The Center for Disease Control (CDC) also engages online prevention training in their efforts to stop revictimization focusing on life events such as dating and avoidance of negative childhood experiences.…”

Designing Effective Online Orientation Programs for First-Year University Students

“…While most institutions turned to online orientation for health and safety reasons in 2020, there are many benefits to having an online orientation program. An online orientation program offers convenience for students and can increase access (Etherington et al, 2017;Means et al, 2013). Removing the requirement to be in a designated place at a designated time reduces geographic, scheduling, and financial barriers to participation.…”

“…An online orientation program may also offer the opportunity to create a more learner-centered experience than a traditional in-person program can. Students can choose when they want to engage in the learning opportunity, work at their own pace, and skip sections of the program they feel will not be helpful (Baker & Etherington, 2016;Etherington et al, 2017;Strother, 2002). Online orientation programs can also provide an opportunity to include a variety of different learning activities, allowing students to interact with the content and receive immediate feedback on their learning-something that is not always possible in a large-scale orientation program (Ard & Ard, 2019;Jacklin & Robinson, 2013;Means et al, 2013).…”

“…Across all content areas, researchers have found online learning to be an effective format for knowledge acquisition and attitude improvement (Baker & Etherington, 2016). At a minimum, it is equally effective as traditional, face-to-face learning (Etherington et al, 2017;Means et al, 2013;Ramage, 2002).…”

“…Research in several different areas of online learning provides support for the potential effectiveness of online orientation programs. Online modules and programs that focused explicitly on topics similar to those covered in traditional orientation programs, such as academic skills (Brown et al, 2008;Moore et al, 2014), academic integrity (Benson et al, 2019), mental health (Gayed et al, 2018), substance use (Beeson et al, 2019), sexual violence (Etherington et al, 2017), and information literacy (Ard & Ard, 2019;Jacklin & Robinson, 2013;Marineo & Shi, 2019), have been found to be effective at achieving the desired learning outcomes and result in student satisfaction. Online orientation programs for online learners, which often focus on program requirements, the technology required for online learning, and available supports and services, have been found to increase a student's sense of readiness (Jones, 2013;Liu, 2019) and decrease the number of technical problems (Jones, 2013).…”