Exploring the True Motivation of Faculty Members to Promote Technological Innovation in Their Courses

Davidovitch, Nitza; Eckhaus, Eyal

doi:10.1007/978-3-030-50896-8_4

Cited by 1 publication

(3 citation statements)

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“…The COVID-19 pandemic has increased the use of online learning in its diverse forms, along with efforts at their effective pedagogical use for the benefit of students at academic institutions whose learning experience was transformed by the health crisis. It should be noted that various academic institutions are gaining an appreciation of the economic and marketing potential of the use of these advanced technologies, since this type of learning creates a change in the teaching structure in academia (Davidovitch & Eckhaus, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…As for the content of lessons, in some cases the lecturer does not have to give physically teach the same lesson to different classes: The lecturer prepares the content once (recorded lessons, if the learning is asynchronous), and then shares it with different groups of students, not necessarily simultaneously (Dabbagh & Bannan-Ritland, 2005;Davidovitch & Eckhaus, 2020).…”

Section: Online Learning In Practice Put To the Testmentioning

confidence: 99%

“…Preparation on the part of the lecturers is important and essential, since they are in charge of running the course. Teaching centers in academia play a major role in this preparation as the professional-social frameworks that provide instruction and support to teachers (Davidovitch & Eckhaus, 2020;Passey, 2019).…”

Section: Adjustmentmentioning

confidence: 99%

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2020 – The Lecturer at a Crossroads of Teaching and Learning in Academia in Israel

Davidovitch

Wadmany

2021

Journal of Education and e-Learning Research

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The COVID-19 pandemic has created the greatest known disruption to the education system in Israel and in many countries around the globe, resulting in decisions to switch to online learning in all subjects. In the current study we examined lecturers' opinions on the advantages and disadvantages of online teaching from various aspects, from a systemic, multi-institutional perspective. The findings indicate that only about a third of the lecturers expressed a preference for online learning. The lecturers mentioned the lack of social and emotional interactions (SEL) between students and lecturers as one of the main disadvantages of online learning. In addition, most of the lecturers do not consider online learning as providing an advantage in the quality of teaching and learning. The study also indicates the need for perceptual changes among lecturers, so that they will reexamine the teaching and learning processes and adapt their role and responsibilities to the new opportunities enabled by today's technological tools and learning environments. The findings also indicate that the success of online learning requires appropriate pedagogical educational approaches rather than replication of traditional frontal teaching patterns on digital platforms. The findings call for in-depth discussion among higher education policymakers and academic institutions on the new and effective purpose of the campus in the post-covid period, the distinction between the virtual and the real in academic instruction, and the challenges and ways of coping with the new reality.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Online Learning In Practice Put To the Testmentioning

confidence: 99%