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Online Learning for Human Rights Education: Qualitative inquiry into international educators’ online learning experiences
PROCEEDINGS

, Harvard Graduate School of Education, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This research explores how diverse international educators engaged in a 12-week online course about context-sensitive and controversial issues related to human rights education (HRE). For fifteen months, I conducted a series of online inquiries and telephone interviews with eleven international educators from eight countries, and applied virtual ethnography to investigate the ways these educators communicated in the online course. Despite of their overall satisfaction about the course itself, they acknowledged some difficulties in openly and deeply engaging in the online course discussions. These difficulties included the controversial nature of HRE and prejudices based on social status of the course participants such as age, level of education or country of origin. I conclude with a set of teaching strategies for online professional development course about HRE to better understand and support diverse international educators.

Citation

Joo, J.E. (2005). Online Learning for Human Rights Education: Qualitative inquiry into international educators’ online learning experiences. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 1709-1716). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 21, 2019 from .

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