Aim/Purpose: The purpose of the study was to examine the relationship between teacher presence and social presence on one hand, and feelings of challenge and threat, self-efficacy, and motivation among students studying in virtual and blended courses on the other. Background: Physical separation between teacher and learners may lead to transactional distance, which should be reduced through teacher presence (TP) and social presence (SP). In this study we examined two types of courses, virtual courses (VCs) and blended courses (BCs). Methodology: This is a mixed-method study. Participants completed a threat/challenge questionnaire, a motivation questionnaire, a self-efficacy questionnaire, and answered open-ended questions. The sample included 484 students from two academic institutions in the Israel. Contribution: The study highlights the connection between critical factors involved in learning and teaching in VCs and BCs (teacher presence, social presence, feelings of challenge and threat, self-efficacy, and motivation) from the point of view of students studying in VCs and BCs. Is there a correlation between teacher presence and social presence on one hand, and the perception of threat and challenge, motivation, and self-efficacy on the other in students studying in VCs and BCs? Findings: A link was found between teacher presence and social presence on one hand and feelings of challenge and threat, self-efficacy, and motivation of students in VCs and BCs on the other. At the same time, it was found that the perceptions of motivation, challenge, and threat associated with VCs and BCs are interrelated, that is, students have similar perceptions in relation to both types of courses. Recommendations for Practitioners : It is preferable to create a learning environment that supports the learners and is attentive to their needs and to the creation of an active learning community. It has been found that these factors greatly influence the process and the quality of learning in the course. Recommendations for Researchers: The study examined the subjective feelings of the students about the learning process in virtual and blended environments. We recommend continuing to explore the characteristics of the virtual environment and of teaching methods in these environments. Impact on Society: The combination of virtual and blended learning environments in the learning process may lead to the realization of the educational vision of creating a learning environment that supports students and responds to their needs, enabling autonomous and collaborative learning while creating a learning community. Future Research: It is advisable to examine the issue from the perspective of the teachers in VCs and BCs to elucidate the topic from other angles.

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With the outbreak of the COVID-19 crisis, higher education institutions organized for online learning. The aim of the present study was to examine the implications of online learning for students with limited access to information and communication technology (ICT), content infrastructures, and digital environments, assuming that such limited access may impair their ongoing learning process when instruction moves online, and cause situations of stress and frustration, as well as a desire to drop out of school. The mixed-method study involved 639 students studying at institutions of higher education in Israel, who completed a questionnaire containing open and closed questions. The findings show that 13% of participants reported that they had limited access, difficulties, and malfunctions resulting from a weak connection to the Internet, and numerous disconnects, especially during synchronous lectures. They reported having difficulties downloading content from the Internet and uploading materials. It has been shown that limited access to the Internet has implications for the learning process, motivation, self-efficacy, as well as for feelings and emotions. It is liable to lead to the widening or the creation of gaps between students who have full and those who have limited access to the Internet. The findings show that little use is made of forums (10%). A more extensive use of the forums is recommended in courses where students have limited access to the Internet, to create a supportive learning community.

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