1. מרכז ידע טכנולוגיות למידה שנקר – בי " ס גבוה להנדסה ולעיצוב Presented by: Amir Keren – Ph.D Candidate Pécs University, Hungary כנס מיט"ל - 2009

2. מרכז ידע טכנולוגיות למידה שנקר – בי " ס גבוה להנדסה ולעיצוב dLearning mLearning eLearning Video mLearning

3. מרכז ידע טכנולוגיות למידה שנקר – בי " ס גבוה להנדסה ולעיצוב What is the influence of the course type (analytical/non analytical) on secular and Ultra- Orthodox Jewish students' willingness to participate in full lectures via Video Mobile Learning and Video E-Learning? A comparison between the technological means made as well (computer vs. mobile multimedia devices).

4. מרכז ידע טכנולוגיות למידה שנקר – בי " ס גבוה להנדסה ולעיצוב Students from Jerusalem College of Technology (JCT) represents the Ultra Orthodox community, and students from Ono Academic College represents the secular students A random sample of 192 students was conducted, on a voluntary basis. 175 questionnaires were included in the final results (the remains were excluded). Of those 88 respondents are Ultra Orthodox Jews (47 women and 41 men), and 87 are secular (47 women and 40 men)

5. מרכז ידע טכנולוגיות למידה שנקר – בי " ס גבוה להנדסה ולעיצוב The evidence contradicts the assumption that among Ultra-Orthodox Jews, the percentage of those who watch videos on a mobile multimedia device or a desktop/laptop computer will tend to be lower than the secular students due to the presumably low distribution of computers above statement since 86.4% of the Ultra-Orthodox view videos on a computer, but only 53% of the secular students are viewing videos on a computer.

6. מרכז ידע טכנולוגיות למידה שנקר – בי " ס גבוה להנדסה ולעיצוב

7. מרכז ידע טכנולוגיות למידה שנקר – בי " ס גבוה להנדסה ולעיצוב Course TypeAnalytical CoursesNon-Analytical Courses SecularU. OrthodoxSecularU. Orthodox Face to face ONLY42% 13% Face to face AND std computers46%34%42%27% Face to Face AND Mobile Multimedia Device7%9%10%18% Technology based lectures (NO face to face)5%15%35%42% When analytical course was analyzed, I found a similar pattern of the preferred learning method among the 2 groups except the higher readiness of the Ultra Orthodox group for using ONLY technological means of lectures (15% vs. 5%). When NON Analytical course was analyzed, the responsiveness for course participation using technological means only or by combining mobile multimedia device is a bit higher among Ultra Orthodox group (60% vs. 45%).

8. מרכז ידע טכנולוגיות למידה שנקר – בי " ס גבוה להנדסה ולעיצוב Course TypeAnalytical CoursesNon-Analytical Courses SecularU. OrthodoxSecularU. Orthodox Computers ONLY75% 58%50%45% Computes AND mobile multimedia device 24%30%48%36% Mobile multimedia device only1%12%2%19% In light of the data above, when no face-to-face option is available, we see a strong preference for the personal computer as the technological method. This preference of a computer over mobile multimedia devices is more significant when analytical courses are involved

9. מרכז ידע טכנולוגיות למידה שנקר – בי " ס גבוה להנדסה ולעיצוב Agreement with the statements Learning MeanMobile multimedia devicePersonal computer Course TypeAnalyticalNon-analyticalAnalyticalNon-analytical S ecular U ltra O rt S ecular U ltra O rt S ecular U ltra O rt S ecular U ltra O rt Improvement of the learning experience15%16%44%50%21%15%47%51% Improvement in understanding the material13%11%41%42%18%13%39%33% Grade improvement18%15%33%38%20%15%40%41% Higher added value13%17%35%45%17%23%37%42% High general appreciation15%11%33%45%13%14%37%38% There is little substantial difference between the answers pertaining to a mobile multimedia device and those pertaining to a computer between secular and Ultra Orthodox students. There are, however, substantial differences between analytical and non-analytical courses

10. מרכז ידע טכנולוגיות למידה שנקר – בי " ס גבוה להנדסה ולעיצוב We can clearly notice that among the Ultra-orthodox Jews community there is a significant awareness for watching video content using personal computers and also by using portable multimedia device. I was surprised to discover notable openness and awareness for technological medium, which contradicts my expectation prior to this research. Furthermore according to the survey results the openness for full video learning lectures, seems to be higher among the Ultra Orthodox students, comparing to the secular students. Regarding the research question, we can definitely notice that for non analytic course type there is a significant agreement for using technological means of lecturing in addition and even in place of face to face lectures.