מסוגלות טכנולוגית, יכולת מיינדפולנס ויעילות הלמידה המקוונת בקרב סטודנטים מהחברה העברית במהלך משבר Covid-19

Abstract

With the spread of the COVID-19 pandemic, online learning has become one of the main approaches in higher education settings in Israel. However, its effectiveness and efficacy have not yet been sufficiently studied among Arab students in Israel. The current research relies on quantitative methods to examine the relationships between technological self-efficacy, mindfulness ability, and perceived effectiveness of online learning during the COVID-19 crisis. Data was collected from 378 students (85% females and 15% males) studying at 3 randomly selected higher education institutions. About 68% of the participants were studying towards a master’s degree in education, most of whom already working as teachers, while 32% were studying towards undergraduate degrees in teacher education.

The findings show a positive correlation between technological self-efficacy and the perceived effectiveness of online learning. Additionally, the study found that students’ mindfulness ability moderates the relationship between technological self-efficacy and perceived online learning effectiveness. Moreover, significant differences were found between the female and male students, with male students reporting higher technological self-efficacy. Significant differences were also found between undergraduate and graduate students, with the latter finding online learning to be more effective. Therefore, this study contributes to the evolving discourse around online learning during and after the COVID-19 pandemic, exposing potential gender gaps and emphasizing the importance of technological self-efficacy and mindfulness ability for building more effective online learning environments. The study’s findings have practical implications for curriculum developers, policymakers, and academic institutions.