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…
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
Keywords
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…
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.