RT Article
T1 Lessons learned in developing online violence prevention trainings
JF Journal of family violence
VO 40
IS 7
SP 1431
OP 1443
A1 Willard, Jessica Anne
A1 Mennicke, Annelise
A1 Coker, Ann L.
A2 Mennicke, Annelise
A2 Coker, Ann L.
LA English
YR 2025
UL https://krimdok.uni-tuebingen.de/Record/194268049X
AB Purpose: The proliferation of online learning and digital media has both expanded opportunities for violence prevention programming and presented challenges for replicating the benefits of in-person learning environments. The advent of learning management systems (LMS) and online data collection tools has advanced scientific inquiry and reach, while also requiring mastery of an ever-changing digital landscape. Methods: This paper provides a framework for developing effective online violence prevention trainings, using tenets of bystander intervention, andragogical learning principles, learning taxonomies, and eLearning instructional design. Results: Our application of online violence prevention training was selected because evidence-based in-person bystander training models exist and can serve as a content model for online adaptation. Specifically, we review how to design interventions that appeal to adult learners’ needs and motivations (andragogical learning principles), organize learning outcomes according to a range of cognitive processes (learning taxonomies), and create engaging digital learning products (eLearning instructional design). Further, we discuss how to promote knowledge retention and skills acquisition through cognitive and behavioral interactivity, role play demonstrations, real-time assessment, and simulation-based learning. We describe practical components of online training development, including technological considerations, creative elements, and evaluative measures. Lastly, we provide direction on vendor selection; ensuring web content accessibility compliance; and optimizing data capture. Conclusions: By exploring new directions in online interventions for violence research, we seek to bridge existing gaps in training delivered in-person and in digital settings.
NO Literaturverzeichnis: Seite 1441-1443
K1 intervention development
K1 online learning
K1 Violence Prevention
DO 10.1007/s10896-024-00722-y