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Improving Social Competence via e-Learning?

The Example of Human Rights Education

Sandra Reitz

This book analyses whether improving social competence via e-learning is possible at all. Therefore, an e-learning program for human rights education is developed and evaluated with pre- and post-tests. Social competences as well as human rights education are often divided into areas of «cognition», «attitudes» and «behaviour». In order to achieve the pedagogical goals, all three areas have to be considered. In contrast to the cognitive area, the attitudinal and behavioral areas pose a particular challenge: so far, hardly any programs exist that explicitly consider these areas – most e-learning programs focus on the dissemination of knowledge. Thanks to the participation of over one hundred learners, some generalizing conclusions can be drawn from this program.

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1 Introduction ..................................................................................................... 1 Theoretical Part 2 Social Competence .......................................................................................... 5 2.1 Working Definition of the Term Social Competence: A Compromise between Assimilation and Assertion .................................................................. 6 2.2 Sub-components of Social Competence ................................................... 9 2.3 Social Competence and its Related Terms ............................................. 12 2.4 Measuring Social Competence ............................................................... 16 2.4.1 Evaluating cognitive aspects of social competence ......................... 17 2.4.2 Evaluating attitudinal aspects of social competence ........................ 19 2.4.3 Evaluating behavioral aspects of social competence ....................... 20 2.5 Teaching Social Competencies ............................................................... 23 3 Moral Competence ........................................................................................ 28 3.1 Definition of Moral Competence ............................................................ 30 3.2 Moral Development According to Kohlberg: From Pre-to Post- Conventional Morality...................................................................................... 33 3.3 Gilligan et al.: Care versus Justice ......................................................... 41 3.4 Blasi et al: Judgment versus Behavior .................................................... 44 3.5 Teaching Morality .................................................................................. 48 4 Human Rights Education ............................................................................... 51 4.1 Defining Human Rights Education......................................................... 52 4.1.1 Related Fields of Human Rights Education ..................................... 54 4.1.2 Definitions of International Governmental Organizations ............... 59 4.1.3 Definitions of International Non-Governmental Organizations ...... 61 4.1.4 Definitions of Researchers and Academics ...................................... 63 4.1.5 Working Definition of Human Rights Education for this Thesis and Relationship to other Educational Concepts ........................................... 66 4.2 Best Practice of Human Rights Education ............................................. 69 4.3 Evaluating Human Rights Education ..................................................... 76 4.4 The Relationship between Human Rights Education, Moral Development, and Social Competence ............................................................. 80 5 E-Learning ..................................................................................................... 84 5.1 Defining E-Learning ............................................................................... 86 5.1.1 Terms Related to E-Learning ........................................................... 88 5.1.2 Advantages and Disadvantages of E-Learning ................................ 90 5.1.3 Structural Characteristics of E-Learning: Multimedia, Interactivity, Hypermedia .............................................................................. 93 VIII 5.1.4 Communicative Characteristics of E-Learning: Channel Re- duction and Liberation; Anonymity and Identity; Virtuality and Reality ..... 96 5.2 Learning Theories for E-Learning...

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