היבטים קוגניטיביים ורגשיים-חברתיים בהוראה מקוונת בתקופת הקורונה

The Covid19 plague, the accompanied quarantines and the sweeping transition to distance
learning have exposed teachers to extraordinary pedagogical, emotional, and cognitive
challenges associated with the use of technology in online teaching. The aim of this study
was to identify and map teachers' perceptions of these challenges and compare them to the
perceptions of traditional face-to-face teaching. The study also examined self-efficacy,
attitudes towards online teaching, school support, and teacher characteristics as predictors of
experiencing these challenges. This two-phase research employed qualitative and
quantitative methodologies. In the first qualitative phase, 20 interviews were conducted with
teachers from Israeli elementary schools. The qualitative analysis led to the identification of
five dimensions that engage teachers in online teaching: social, emotional, cognitive,
pedagogical, and self-efficacy. Based on the interviews, an online teaching challenges
questionnaire was developed in the quantitative phase of the study. This questionnaire and
some additional questionnaires that measured teacher and school characteristics were
administered among 227 teachers, showing that self-efficacy and attitudes toward integrating
technology into teaching played a pivotal role in addressing socio-emotional challenges,
whereas openness to change in teaching, school support, and teacher characteristics did not
predict teachers' ability to handle challenges experienced online. The findings suggest that
exposure to various technological tools, accompanied by positive feelings of success in using
technology, are positively associated with raising teachers' motivation and self-efficacy,
promoting positive feelings of control, and the ability to conduct meaningful interactions
with learners.