Nagwa Babiker Abdalla Yousif, ShadiaAbdelrahim Mohammed Daoud
{"title":"在线志愿组织:通过在线培训训练妇女抵制各种暴力行为","authors":"Nagwa Babiker Abdalla Yousif, ShadiaAbdelrahim Mohammed Daoud","doi":"10.1007/s10639-024-12861-2","DOIUrl":null,"url":null,"abstract":"<p>This research aims to establish the effectiveness of the online training course on the ability of women to resist psychological, physical, sexual, and other forms of violence against women. It enrolled 108 women aged 18 to 48 years old, who applied for help from a voluntary online relief organization in Sudan and attended online training for a year. The tools were the Rogers Empowerment Scale (ESR) and the Post-Traumatic Growth Inventory (PTGI). There was an increase in all three ESR subscales: in Group A (psychological violence), Group B (physical violence), and Group C (sexual violence), the increase was 1.84 to 3.99, 1.74 to 3.08, and 0.48 to 2.31, respectively. In Group A and Group B, the differences were significant for all subscales; in Group C, all but Power-Powerlessness and Optimism and Control over the Future were significant. The PTGI subscales also showed an increase in Relating to Others, New Possibilities, Personal Strength, Spiritual Change, and Appreciation of Life. The findings substantiate the efficacy of an online training course within the context of psychological and physical violence, and to some extent, sexual violence. The study underscores the universality and adaptability of online education programs in addressing the intricate and multifaceted nature of violence against women, by eliminating geographical barriers and ensuring resource accessibility for women in remote areas. Significant improvements in self-esteem, personal empowerment, and overall enhancement of rights and opportunities among participants emphasize the transformative potential of educational initiatives, which aid in halting violence and restoring women’s autonomy. The practical implications are profound, as the findings can be utilized for the implementation and expansion of online education programs adaptable to diverse contexts, emphasizing the imperative of investing in digital solutions.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":4.8000,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Online voluntary organizations: Training women to resist various types of violence through online training\",\"authors\":\"Nagwa Babiker Abdalla Yousif, ShadiaAbdelrahim Mohammed Daoud\",\"doi\":\"10.1007/s10639-024-12861-2\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This research aims to establish the effectiveness of the online training course on the ability of women to resist psychological, physical, sexual, and other forms of violence against women. It enrolled 108 women aged 18 to 48 years old, who applied for help from a voluntary online relief organization in Sudan and attended online training for a year. The tools were the Rogers Empowerment Scale (ESR) and the Post-Traumatic Growth Inventory (PTGI). There was an increase in all three ESR subscales: in Group A (psychological violence), Group B (physical violence), and Group C (sexual violence), the increase was 1.84 to 3.99, 1.74 to 3.08, and 0.48 to 2.31, respectively. In Group A and Group B, the differences were significant for all subscales; in Group C, all but Power-Powerlessness and Optimism and Control over the Future were significant. The PTGI subscales also showed an increase in Relating to Others, New Possibilities, Personal Strength, Spiritual Change, and Appreciation of Life. The findings substantiate the efficacy of an online training course within the context of psychological and physical violence, and to some extent, sexual violence. The study underscores the universality and adaptability of online education programs in addressing the intricate and multifaceted nature of violence against women, by eliminating geographical barriers and ensuring resource accessibility for women in remote areas. Significant improvements in self-esteem, personal empowerment, and overall enhancement of rights and opportunities among participants emphasize the transformative potential of educational initiatives, which aid in halting violence and restoring women’s autonomy. The practical implications are profound, as the findings can be utilized for the implementation and expansion of online education programs adaptable to diverse contexts, emphasizing the imperative of investing in digital solutions.</p>\",\"PeriodicalId\":51494,\"journal\":{\"name\":\"Education and Information Technologies\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.8000,\"publicationDate\":\"2024-07-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Education and Information Technologies\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10639-024-12861-2\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-12861-2","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
本研究旨在确定在线培训课程对妇女抵制心理、身体、性及其他形式暴力侵害妇女行为的能力的有效性。研究共招募了 108 名年龄在 18 至 48 岁之间的妇女,她们向苏丹的一个志愿在线救助组织申请帮助,并参加了为期一年的在线培训。使用的工具是罗杰斯赋权量表(ESR)和创伤后成长量表(PTGI)。所有三个 ESR 分量表都有所提高:A 组(心理暴力)、B 组(身体暴力)和 C 组(性暴力)的 ESR 分量表分别提高了 1.84 至 3.99、1.74 至 3.08 和 0.48 至 2.31。在 A 组和 B 组中,所有分量表的差异都很显著;在 C 组中,除了 "权力-无权 "和 "乐观 "以及 "对未来的控制 "外,其他分量表的差异都很显著。PTGI 分量表还显示,"与他人的关系"、"新的可能性"、"个人力量"、"精神变化 "和 "对生活的欣赏 "都有所提高。研究结果证明了在线培训课程在心理和身体暴力(在一定程度上也包括性暴力)方面的有效性。这项研究强调了在线教育课程的普遍性和适应性,通过消除地理障碍,确保偏远地区的妇女能够获得资源,从而解决针对妇女的暴力问题的复杂性和多面性。参与者在自尊心、个人能力以及权利和机会的全面提升方面的显著改善,强调了教育举措的变革潜力,有助于制止暴力和恢复妇女的自主权。这些研究成果具有深远的现实意义,可用于实施和推广适应不同环境的在线教育计划,强调了投资数字解决方案的必要性。
Online voluntary organizations: Training women to resist various types of violence through online training
This research aims to establish the effectiveness of the online training course on the ability of women to resist psychological, physical, sexual, and other forms of violence against women. It enrolled 108 women aged 18 to 48 years old, who applied for help from a voluntary online relief organization in Sudan and attended online training for a year. The tools were the Rogers Empowerment Scale (ESR) and the Post-Traumatic Growth Inventory (PTGI). There was an increase in all three ESR subscales: in Group A (psychological violence), Group B (physical violence), and Group C (sexual violence), the increase was 1.84 to 3.99, 1.74 to 3.08, and 0.48 to 2.31, respectively. In Group A and Group B, the differences were significant for all subscales; in Group C, all but Power-Powerlessness and Optimism and Control over the Future were significant. The PTGI subscales also showed an increase in Relating to Others, New Possibilities, Personal Strength, Spiritual Change, and Appreciation of Life. The findings substantiate the efficacy of an online training course within the context of psychological and physical violence, and to some extent, sexual violence. The study underscores the universality and adaptability of online education programs in addressing the intricate and multifaceted nature of violence against women, by eliminating geographical barriers and ensuring resource accessibility for women in remote areas. Significant improvements in self-esteem, personal empowerment, and overall enhancement of rights and opportunities among participants emphasize the transformative potential of educational initiatives, which aid in halting violence and restoring women’s autonomy. The practical implications are profound, as the findings can be utilized for the implementation and expansion of online education programs adaptable to diverse contexts, emphasizing the imperative of investing in digital solutions.
期刊介绍:
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.