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The COVID-19 crisis emphasizes the importance of Self-Regulated Learning (SRL) as one of today's most useful skills. This study focuses on the research & development of an online intervention program based on short online interactive videos developed to promote SRL skills. Our research with Israel Ministry of Education explores students' use of SRL skills and grades, and whether four key pedagogical processes (teacher-student relationships, collaboration, autonomy, and feedback), are mediators for SRL strategies’ use and grades.
Online learning has been recognized as a possible approach to increase students’ English language proficiency in developing countries where high-quality instructional resources are limited. Identifying factors that predict students’ performance in online courses can inform institutions and instructors of actionable interventions to improve learning processes and outcomes. Framed in Deci and Ryan’s self-determination theory (SDT) and using data from a pre-course student readiness survey, LMS log files, and a course Facebook page, this study identified key predictors of persistence and achievement among 716 Peruvian students enrolled in an online English language course. Factor analysis was used to identify latent factors from 7 behavioral variables and 18 pre-course student readiness variables. Nine factors emerged, which were classified into three categories of measures based on SDT: competence, autonomy, and relatedness. We found that factors in the categories of competence and autonomy significantly predicted persistence and achievement in online courses. Specifically, the midterm score and self-regulation skills significantly predicted students’ final test score. Counterintuitively, we also found that time spent on the course was a significantly negative predictor of the final test score and that the extent to which a student valued peer learning at the beginning of the course negatively predicted course achievement.
Large scale of binational survey with 3003 students from Monash and Tel Aviv Universities was conducted. The main aim was to better understand students’ actual experiences with digital technologies during their studies – highlighting the technologies that students perceived as particularly helpful and/or useful. Special attention was given to the differentiation usage of official technologies resources versos non-official technologies resources. Thus, the research questions were: (a) Are there cultural differences in digital technologies resources usage and practices between Australian and Israeli students? (b) Are there cultural differences between Australian and Israeli students regarding their perception of the usefulness of digital technologies resources and practices? The results of this study confirmed the predominance of ‘official’ digital resources, such as learning management systems and online library resources. However large proportions of students unsurprisingly reported on the usage of ‘non-official’ digital resources such as specialized academic search services (such as Google Scholar and Web of Science) and accessing subject-related videos and audio recordings on content sharing websites such as YouTube and Wikipedia as well as communicating and/or collaborating with other students through Facebook and other social networks.
Contextualized Mobile Assisted Language Learning (CMALL) is highly valued as a means to achieve meaningful learning. However, although the role of high quantities of CMALL is prominent, MALL literature discusses contextualization dichotomously, rather than measuring it and relating to its potential levels, without considering affective outcomes theoretically. Although evaluating contextual activities and their outcomes is challenging, we quantitatively evaluate CMALL’s level and associate it with motivation using a model we developed in previous empirical studies for CMALL measurement, based on real world place and real life activity contexts. The hypothesis of CMALL influence on motivation is based on our developed theoretical CMALL-motivation framework. The difficult Chinese language makes it an appropriate candidate for examining CMALL relation to motivational outcomes
A joint study in which we developed an open online course that invites learners to discover the unlimited possibilities of integrating technologies in teaching, and adapting learning to 21st-century skills, all through a journey between the basic technological concepts, educational theories and models, and other innovative elements included under the title "Learning Technologies".
A strong partnership project between Israel and Germany, in which students experience a unique multilingual, multicultural academic online course in the field of learning technologies. A research collaboration between TAU's Advanced Learning and Technology Research Lab, The University of Kassel in Germany, and the Kibbutzim College of Education, Technology and the Arts in Tel Aviv. This unique collaboration brings together students from different backgrounds to create online academic collaboration as a booster for international partnerships in research, schools, and workplaces.
The expertise of teachers in the field of self-regulated learning (SRL) is essential for students to acquire SRL skills. As a result, teachers are expected to have an expanded range of knowledge. To address this need, a collaborative study was conducted between the Faculty of Science and Technology Education at Technion and our lab, with support from the Israel Ministry of Education. The outcome of this study is a teacher training program that connects teachers' knowledge of SRL skills with assessment for learning (AfL).
