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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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8 Evaluation

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“The great tragedy of science - the slaying of a beautiful hypothesis by an ugly fact.” - Thomas Huxley (1825-1895) After having described the planning and the realization of the e-learning courses on human rights education in the previous two chapters, this chapter now describes the outcome of these courses. Evaluation in its broader sense has already been analyzed in chapters 2.4 and 4.3. In particular, the difficult relationship between competence and performance (chapter 2.2), between measuring and evaluation (chapter 4.3), and between behavior and attitude (chapter 3.4) has been discussed. In this chapter, these theoretical aspects will be put into practice (i.e. applied to the e-learning courses designed in chapter 6 and realized in chapter 7). Chronologically, the evaluation has been planned at the same time as the design, and often relates back to the goals mentioned in the previous chapters. However, the findings of the evaluation will also be presented in this chapter, which makes sense only after having discussed the design and the realization. This chapter describes first the evaluation plan (chapter 8.1), then the evalu- ation design (including hypotheses and the design of the questionnaire, chapter 8.2), followed by the results of a number of different evaluation approaches: the questionnaire results from the two learning groups (chapter 8.3 for learning group 1 and chapter 8.4 for learning group 2) and the analysis of the learners' contributions in the e-learning courses (chapter 8.5. for learning group 1 and chapter 8.6 for learning group 2). Feedback and suggestions...

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