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Virtual Learning for Human Rights: Qualitative inquiry into educators' learning experiences in an online course about human rights education
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Joo, J.E. (2004). Virtual Learning for Human Rights: Qualitative inquiry into educators' learning experiences in an online course about human rights education. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 1761-1765). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/14685.
Conference Information
Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE
More Information on SITE
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Abstract
This research aims to explore how diverse human rights educators engage in an online course about context-sensitive and controversial issues related to human rights education (HRE) through constructivist methods like critical reflection and collaboration. I am currently observing and performing preliminarily analysis of the learning experiences of fifteen human rights educators participating in a 12-week online course about HRE. I have been collecting data from these educators' course applications, online learning activities, three course online surveys (i.e., pre-, mid-, and end-course), three telephone interviews (i.e., early-, end-, and post-course), and informal, ongoing email exchanges with them throughout the course. To analyze the ongoing online data, I have adapted some ethnographic approaches to the online environment called virtual ethnography to investigate the ways the educators communicate with each other and make sense of their online learning experiences.
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