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Article
Publication date: 29 October 2021

Asmahan Masry-Herzalah and Peleg Dor-Haim

Similar to education systems all over the world, during the COVID-19 pandemic, the Israeli education system shut its doors and moved to an online format. The present study aims to…

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Abstract

Purpose

Similar to education systems all over the world, during the COVID-19 pandemic, the Israeli education system shut its doors and moved to an online format. The present study aims to examine the relationship between Israeli teachers’ technological competence and their success in online teaching during the COVID-19 crisis.

Design/methodology/approach

The study is based on 383 teachers’ who responded to a questionnaire about a month and a half after the transition to online teaching due to the COVID-19 crisis.

Findings

The study revealed a significant, positive relationship between technological competence and success in online teaching. Further, the study found that resistance to change among teachers played a key role in teaching success, such that it moderated the association between technological competency and online teaching success. Theoretical and practical implications are suggested.

Originality/value

The present study contributes to both theory and practice with regard to the matter of successful online teaching among teachers. The study introduces vital factors – specifically, resistance to change and technological competence – which may predict successful online teaching in schools during times of crisis.

Details

International Journal of Educational Management, vol. 36 no. 1
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 2 September 2014

Khalid Husny Arar and Asmahan Masry-Herzalah

The purpose of this paper is to examine how learning experiences are shaped for Arab Muslim women students by the different educational approaches (teaching style, relations with…

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Abstract

Purpose

The purpose of this paper is to examine how learning experiences are shaped for Arab Muslim women students by the different educational approaches (teaching style, relations with lecturers and types of knowledge) and extent of cultural pluralism in three different higher education (HE) campuses in Israel.

Design/methodology/approach

To clarify these issues the authors conducted narrative interviews with 12 Arab Muslim women students in the Hebrew University and in two academic colleges. Significant differences were found in the women's experiences between the university and the two academic colleges.

Findings

Arab women had difficulty integrating in the university in contrast to a supportive more familiar environment in the colleges. The different environments also had different implications for the women's identity formation. The findings indicate that since Arab women students have specific needs stemming from their different socio-cultural background, they should be assisted in their integration in academic courses with preparatory instruction and guidance.

Originality/value

Implications for minority students in different HE campuses are discussed.

Details

Journal of Applied Research in Higher Education, vol. 6 no. 2
Type: Research Article
ISSN: 2050-7003

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