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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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Table 1: Summary of recommended methods by five publications ......................................... 71 Table 2: Learning goals related to human rights education ................................................... 138 Table 3: Overview of course activities and their theoretical background .............................. 140 Table 4: Learning Tasks linked to activities .......................................................................... 143 Table 5: Evaluation methods .................................................................................................. 173 Table 6: Descriptive statistics for self-assessment items - learning group 1 ......................... 185 Table 7: Descriptive statistics for cognitive items - learning group 1 ................................... 188 Table 8: Paired t-test for cognitive items - learning group .................................................... 190 Table 9: Descriptive statistics for attitudinal items - learning group 1 .................................. 194 Table 10: Paired t-test for attitudinal items - learning group 1 .............................................. 198 Table 11: Descriptive statistics for behavioral items - learning group 1 ............................... 200 Table 12: Paired t-test for behavioral items - learning group 1 ............................................. 205 Table 13: Descriptive statistics for self-assessment items - learning group 2 ....................... 213 Table 14: Descriptive statistics for cognitive items - learning group 2 ................................. 215 Table 15: Paired t-test for cognitive items - learning group 2 ............................................... 221 Table 16: Descriptive statistics for attitudinal items (general) – learning group 2 ................ 225 Table 17: Paired t-test for attitudinal items (towards people with disabilities) - learning group 2 ..................................................................................................................... 228 Table 18: Paired t-test for attitudinal items (general items) - learning group 2 ..................... 229 Table 19: Descriptive statistics for behavioral items - learning group 2 ............................... 232 Table 20: Paired t-test for behavioral items - learning group 2 ............................................. 237 Table 21: Overview of forums in learning group 1 and number of posts per forum ............. 242 Table 22: Overview of short...

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