Meaningful Zoom Israel Education?: A 2020 Coronavirus Case Study on Emotionally Engaging Israel Learning

Autor/in	Reingold, Matt
Titel	Meaningful Zoom Israel Education?: A 2020 Coronavirus Case Study on Emotionally Engaging Israel Learning
Quelle	In: Journal of Jewish Education, 87 (2021) 4, S.417-443 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reingold, Matt)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
DOI	10.1080/15244113.2021.1928571
Schlagwörter	Foreign Countries; High Schools; Online Courses; Videoconferencing; School Closing; Blended Learning; Jews; Grade 12; High School Students; Course Selection (Students); Student Attitudes; Program Effectiveness; COVID-19; Pandemics; Identification (Psychology); Emotional Response; Israel + Suchen Sie Ihr Suchwort? Ausland; High school; Oberschule; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Jew; Jude; Jüdin; Juden; School year 12; 12. Schuljahr; Schuljahr 12; High schools; Student; Students; Schüler; Schülerin; Studentin; Course selection; Kurswahl; Schülerverhalten; Emotionales Verhalten
Abstract	A Jewish high school adopted different models of online Zoom learning for the 2020-2021 schoolyear; research was conducted in two Israel studies classes that taught the same content, but one class was fully online and the other was a blended learning environment. The purpose of the study was to understand whether meaningful learning can be conducted online. The qualitative results showed that meaningful learning happened in both cohorts. The significance of the findings are relevant to educators in many disciplines as they show that despite a change in learning site, effective and meaningful education is attainable in online learning settings. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01