This study, which explores student attitudes to online learning, is based on a psychoanalytic theory (Existence-relatedness-growth, ERG) on relatedness and growth, developed by American psychologist Clayton Alderfer. The purpose of the study was to examine whether online learning is merely a short-term temporary solution necessitated by the COVID-19 crisis, or will it enable a transformation of teaching and learning patterns in educational systems in the post-COVID era? What is students’ personal preference regarding online learning after having inadvertently experienced it? What dimension of online teaching was meaningful for them: social presence, instructional-cognitive presence, emotional-personal presence? The research population consisted of 306 students, with a mean age of 15.5. Only 85% of the students who participated in the study had technological resources for online learning at home. About 41% of the students preferred lessons that combine online teaching with frontal teaching in the classroom. In addition, the dimensions of online teaching reported by students as meaningful were, in descending order, social presence (M = 3.54), emotional-personal presence (M = 2.96), and instructional-cognitive presence (M = 2.73). The research findings might have an effect on policy makers in education with regard to maintaining an “innovative pedagogy” aimed at shaping students’ image in order to prepare them for the new post-COVID era. In this period of global crisis, online learning afforded students innovative learning, where students enhanced their awareness of the significance of social presence, which was more meaningful than the dimension of instructional-cognitive presence. The significance of interpersonal interaction in teaching and learning received support, more so than ever before.
The purpose of the current study is to examine whether “learning by Zoom” or e-learning was a short-term temporary solution or whether there is a real chance that distance teaching and learning will become a teaching technique in the post-COVID era.. What is teachers’ personal preference for e-learning with regard to interpersonal interaction with the students, the benefits of e-learning for students, as well as interest, order, organization, and clarity in teaching. Moreover, the effectiveness of e-teaching was examined from a multicultural perspective – at schools in Israel, the hi-tech state, and in Belarus, where the culture of the book is a major symbol. We explored the perceptions of teachers in Israel and in Belarus on four measures: personal preferences, advantages and disadvantages for teaching and learning, measures of good teaching, and interpersonal interactions between the teacher, the students, and the faculty. E-teaching is not an alternative for traditional education but does generate a new reality that facilitates great improvements and advantages but produces new challenges for the educational system.
This study reveals the ethical dilemmas encountered by social workers who mentor workers with intellectual and developmental disabilities that work in the free labour market through supported employment frameworks. The aim of the study is to examine the social workers' ethical dilemmas, while extracting rules of conduct and ethical codes that are unique to supported employment frameworks, through team simulation training. The study included forty-eight social workers who attended nine sessions in the course of one year. The findings, which were analysed using a qualitative methodology, revealed that the dilemmas, rules of ethical conduct and the derived ethical codes ranged from flexible solutions to setting firm boundaries. It emerged that the ethical dilemmas were associated with interactions that take place on all layers of the socio-ecological model. The contribution of the study is in developing an ecological approach to coping with the multidimensional dilemmas that arise in the context of supported employment. The findings will help develop a systemic approach amongst social workers towards coping with the ethical challenges involved in this type of employment.
Summary This study explored different mentoring strategies: simulations and case studies regarding ethical dilemmas involved with employment of intellectual developmental disability workers in supported employment using questionnaires of psychological empowerment, self-efficacy, and attitudes toward employing intellectual developmental disability workers in the free market. Participants were 83 social workers and 60 employers and were divided into simulations, case studies, and control groups. All participants in the simulations and case studies groups attended nine mentoring sessions throughout one year, where they completed questionnaires at the beginning, the end, and six months after mentoring. Findings The level of employers’ psychological empowerment and their positive attitudes toward employment of individuals with intellectual developmental disability in their organizations were higher than among the social workers, but the social workers’ self-efficacy level was higher. In addition, we found that mentoring using simulations had more influence than the case studies. The study findings showed that the more dynamic the mentoring, the greater the changes in psychological empowerment perceptions, self-efficacy, and attitudes toward employing intellectual developmental disability workers, both during the study and subsequently. Applications There is considerable importance in developing in-service training and active mentoring for all those involved in the challenges of supported employment. Simulations with participation of actors among social workers and employers, regarding ethical challenges in supported employment are the recommended mentoring methods, as compared to the case studies tested in the current study. Therefore, the study findings encourage the development of advanced mentoring processes among social workers and employers based on simulations, for coping with ethical challenges in supported employment.
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