Show Less

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.

Prices

Show Summary Details
Restricted access

List of Illustrations

Extract

Illustration 1: Areas of Social Competence .............................................................................. 10 Illustration 2: Social competence and related terms visualized as a cube ................................ 15 Illustration 3: Kohlberg's model of the relationship between moral judgment and moral behavior .................................................................................................................................... 44 Illustration 4: Concepts related to human rights education, Council of Europe ...................... 54 Illustration 5: Talheimer: Popular illustration about retention rate of different modes ........... 93 Illustration 6: D@dalus: Overview of the basic course sequences ........................................ 115 Illustration 7: The beginning of the chapter “What Does 'Human Rights' Mean?” ............... 116 Illustration 8: HREA: Multiple choice test with immediate feedback ................................... 119 Illustration 9: The Open University: Section on international human rights with examples from Guantanamo and Nigeria ............................................................................................... 121 Illustration 10: A schematic of a prototypical VLE as proposed by Britain and Liber .......... 126 Illustration 11: Five-stage framework model by Salmon ....................................................... 142 Illustration 12: Breadcrumb navigation used in the human rights education courses ............ 145 Illustration 13: Main course page of the human rights education courses (pictures removed, because copyright could not be obtained) ............................................... 146 Illustration 14: Example for a profile filled with a description of a human rights activist .... 148 Illustration 15: Overview of discussion forums ..................................................................... 149 Illustration 16: Quiz and feedback ......................................................................................... 157 Illustration 17: Short lesson – information ............................................................................. 158 Illustration 18: Short lesson – multiple choice test ................................................................ 159 Illustration 19: Mission to Mars: newspaper article introducing the Mars inhabitants .......... 162 Illustration 20: Timescale of evaluation methods .................................................................. 172 Illustration 21: Gender distribution for learning group 1 ....................................................... 184 Illustration 22: Item “I think the course was” - learning group 1 .......................................... 185 Illustration 23: Item...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.