יעילות הלמידה של שיטת ההוראה ה-"מקוונת מכוונתי: חקר מקרה

Abstract

The transition to E-learning in academia has become more prevalent recently.

This transition requires significant changes in both the role of the lecturer (to

appropriate pedagogical methods) and of the student (to acquire the learning

skills in online environments). The purpose of this study was to examine the

attitudes of M.A. students in the Education Faculty in a private college in central

Israel, about learning effectiveness in an academic course taught by the E-

learning-directed innovative method. The current study also aimed to

illuminate the relation between this innovative method and the efficiency of the

learning process and students' satisfaction with studying in the course. The study

was conducted during the semester that started on October 2018. The data was

collected in a quantitative method. The questionnaire was given to 110 students

upon the completion of the course. The findings revealed that students'

satisfaction and perception of the effectiveness of the learning process in the

course are positive, based on the flexibility principle and lecturer's role

importance in promoting learning. Students who do not feel the need for face-

to-face meetings are not required to participate in them. The research also found

that the course lecturer plays a key-role in the course's success. The lecturer's

availability for students' questions and for the guidance of students is an

important factor contributing to the E-learning-directed model's success.