Vedaaranya Heritage Arts and Healing Festival 2016

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Prof. Baruch Offir

Prof. Baruch Offir

School of Education, Bar-Ilan University,
Israel

offir-e@inter.net.il

Completed his studies for a Ph.D. degree at the University of London.
Professor at the School of Education, Bar-Ilan University.
Headed national projects for the integration of advanced technological systems in learning.

Head of the laboratory for the implementation of advanced technological systems in learning and education systems. Dozens of classes study exact sciences, languages, humanities and social sciences within its framework.

Wrote 85 articles in international scientific journals and participated in 75 international conferences.

Wrote the book:  The Process of Change in Education Moving from Descriptive to Prescriptive Research.

The book presents models that are suitable for managing a teaching system. These models grew and were modified based on dozens of field studies.  The researches carried out by the research team attempted to identify and define variables that are significant and essential for activating learning systems. The relation between the method and the learning goal enabled defining the teacher's role and contribution, and the role of the technological system. Each goal requires a different method and the teacher's role and the role of the technological system are different for each goal. Complete harmony and coordination must exist between the goal of learning, the teaching method, the teacher's role and the role of the technological systems. Educated and accurate integration of these factors will lead to the achievement of the learning goals. The effectiveness of learning is determined by the extent to which it succeeds in achieving the learning goals. 

Moore (1996) developed one of the popular theories in distance learning, which is called Transactional Distance (TD). In our study we examined a mediating teacher in the classroom compared to a teacher who teaches from a distance. This model was based on the Mediated Learning Experience (MLE) theory . The distance teacher will be a specialist in content , whereas the role of the mediating teacher in the classroom in a distance learning environment will be to mediate between the distance teacher, the students and the learning material.

Holmberg (1995) claimed that this is the most critical and important variable for the success of teaching and for the dialogue between the teacher and the student. Research findings indicate that evaluation of teacher-student relations enables prediction of cognitive and school achievements better than evaluating the level of functioning of the children themselves. It was further found that the quality of the relations between the teacher and the student predicts the manner in which children refer to other children ( Hamre & Pianta, 2001; Hows, 2000; )

The method we used in our research is the ongoing research method. A significant difference was found between the ability of the distance teacher and the mediating teacher in the classroom. These data enable determining the possible contribution of the teacher in the classroom, compared to the contribution of the distance teacher.