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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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9 Conclusion and Outlook


“Say not, 'I have found the truth,' but rather, 'I have found a truth.'” - Kahlil Gibran, mystic, poet, and artist (1883-1931) This thesis gives a practical example of how an e-learning course for human rights education is planned, realized, and evaluated. The course presented here is based on theoretical findings from the fields of social competence, moral com- petence, human rights education, and general didactic considerations for e-learning. The analysis of the social competence domain has shown that the basic defi- nition of social competence – a compromise between assimilation and assertion – can appropriately be transferred to the domains of moral competence and hu- man rights education. Moreover, the emphasis on attitudinal and behavioral as- pects, in addition to cognitive aspects, mirrors not only similar emphases in the domains of moral competence and human rights education, but also the general interest of this thesis. With regard to e-learning, this emphasis on attitudes and behavior poses a challenge, as e-learning programs fostering attitudes and skills are still very rare. Therefore, both the e-learning course and its evaluation can be regarded as valuable contributions to the fields of social competence, moral competence, human rights education; but also more generally, to the field of e-learning. The analysis of social competence has also resulted in important conse- quences for the evaluation: the distinction between performance and competence is a helpful concept, but obviously limits conclusions that can be drawn from a 'performance' (e.g. in a test). The basic ideas for the evaluation as...

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