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Although Massive Open Online Courses (MOOCs) are increasing in popularity, they have been subject to criticism due to the high dropout rate. This study examined the impact of an instructor's personalized email intervention on the rate of completion of a nine week course, which included seven weekly quizzes, and the rate of completion of the final exam. The participants, who took an Israeli noncredit academic MOOC on negotiation management, were randomly assigned to two groups. Treatment group participants (N = 576) who did not complete the weekly quiz received a tailored reminder by email from their instructor encouraging them to complete the quiz and offering them assistance in order to deal with the past week's contents. The control group (N = 608) that did not complete the weekly quiz did not get any emails from the instructor. The impact of the intervention was measured in three different ways: the immediate-impact, the delayed-impact and a cumulative impact. The increase in quiz completion within a week after the instructor's email was defined as an immediate-impact. The increase in the completion of the next quiz was defined as a delayed impact. The increase in the final exam completion rates was defined as a cumulative impact. The results show that the weekly intervention had an immediate impact as well as a cumulative impact on the final exam completion rate. The results suggest that an instructor's acknowledgement and interest might increase learners' commitment to learning in a MOOC. This study aimed to gain insight into learners' propensity to stay active in a MOOC and to increase completion rates. Findings of this study can be useful to MOOC designers and instructors to design and facilitate more effective MOOCs for learners by using email interventions to prevent students from dropping out of courses.

This paper presents the results of an empirical study on validation of performance statements for an inventory of the digital literacy skills required for learning. These skills are used to determine digital readiness of pre-service teachers. The paper reports on validation of an adjusted set of 54 performance statements which were categorized into seven digital learning domains. The seven digital learning domains were validated based on structural equation modelling which was then confirmed by factor analysis using AMOS software. The results of the analysis indicate the existence of a multi-layered model where all digital learning domains are positively connected to each other. Our findings therefore suggest a strong statistical validity of the performance statement inventory. The findings also point to the fact that pre-service teachers are in a transit phase from digital immigrants to digital natives. That, in the context of COVID-19 pandemic, implies the need to invest in appropriate preparation and training of pre-service teachers to teach in an online environment. The inventory for measuring digital literacy can be used to assess teachers' digital readiness on a regular basis, thereby enabling them to adjust the teaching materials and pedagogy to achieve the required level of digital readiness, as defined by the school. [The page range on the .pdf (p118-132) is incorrect. The correct page range is p118-133.]

This paper describes a pilot study in using Facebook as an alternative to a learning management system (LMS). The paper reviews the current research on the use of Facebook in academia and analyzes the differences between a Facebook group and a regular LMS. The paper reports on a precedent-setting attempt to use a Facebook group as a course website, serving as a platform for delivering content and maintaining interactions among the students and between the students and the lecturer. The paper presents findings from the students' self-assessments and reflections on their experience. The students expressed satisfaction with learning in Facebook and willingness to continue using these groups in future courses. (Contains 1 table.)

This article reports on a study conducted in Israel at an academic institution. The study investigates the correlation between students' attitudes toward open and distance learning (ODL) and their perceived self-esteem and loneliness at the last stage of their online learning experience. For this study, 120 students were asked to complete a questionnaire. The students were enrolled in three fully online academic courses, which were similar in their instructional design approach although different in content. Findings reveal that there is a positive correlation between self-esteem and attitudes toward e-learning in general and toward online interaction with the instructor in particular. The findings further suggest that there is no correlation between loneliness and student attitudes toward e-learning. Some explanations for these results are raised as are recommendations for further research.

This study investigated how the use of two virtual platforms for learning--a Facebook group and a learning management system course website--affect students' perceptions of learning and participation. The theoretical basis for the research relied on social-constructivist theory. It was found that Facebook, although not originally created for educational purposes, can be used as a virtual environment for discussion and sharing knowledge. Students reported being engaged in interaction and active participation in the Facebook group and appreciated its major contribution to their own personal learning experience. Most of them embraced a Facebook group for their future academic courses, without giving up on a course website, crucial as the main source of course materials and the support of individual cognitive learning processes. The Facebook group was perceived as a protected environment that fosters social learning processes while emphasizing learner involvement, active contribution, and frequent interaction with peers and instructor. The course website, on the other hand, was perceived as a learning content repository designed for traditional, individual learning processes, such as recalling and understanding the course content.

Purpose: To investigate the effect of change in body mass index (BMI) on intraocular pressure (IOP) in a large cohort of apparently healthy volunteers who underwent an annual comprehensive screening examinations. Methods: This study included individuals who were enrolled in the Tel Aviv Medical Center Inflammation Survey (TAMCIS) and had IOP and BMI measurements at their baseline and follow up visits. Relationships between BMI and IOP and the effect of change in BMI on IOP were investigated. Results: A total of 7,782 individuals had at least one IOP measurement at their baseline visit, and 2,985 individuals had ≥2 visits recorded. The mean (SD) IOP (right eye) was 14.6 (2.5) mm Hg and mean (SD) BMI was 26.4 (4.1) kg/m2. IOP positively correlated with BMI levels (r = 0.16, p<0.0001). For individuals with morbid obesity (BMI≥35 kg/m2) and ≥2 visits, a change in BMI between the baseline and first follow-up visits correlated positively with a change in the IOP (r = 0.23, p = 0.029). Subgroup analysis of subjects who had a reduction of at least 2 BMI units showed a stronger positive correlation between change in BMI and change in IOP (r = 0.29, p<0.0001). For this subgroup, a reduction of 2.86 kg/m2 of BMI was associated with a reduction of 1 mm Hg in IOP. Conclusions: BMI loss correlated with reduction in IOP, and this correlation was more pronounced among morbidly obese individuals. [ABSTRACT FROM AUTHOR]

Introduction: The purpose of this study was to investigate the feasibility and effectiveness of an innovative telemedicine community-based intervention to increase detection of previously undiagnosed ocular diseases in high-risk populations in Israel. Methods: A team comprising an ocular technician, a project manager, and a driver was sent to underserved areas in Israel. Patient demographics, ocular, and medical information were recorded. Visual acuity (VA), intraocular pressure and fundus photographs were obtained. The data were transferred to the Ophthalmology Reading Center in Tel-Aviv Medical Center, where it was interpreted by an ophthalmologist. A letter was sent to the patients indicating examination results. It instructed them to return for a follow-up examination if indicated. Results: A total of 124 individuals underwent telemedicine remote screening examinations in 10 locations. The mean age was 79.9 ± 7.2 years, with female predominance of 67%. The major pathologies detected were (1) reduction in VA >6/12 in at least one eye (n = 48, 38.7%); (2) glaucoma suspicion in the optic disk (n = 18, 14.5%); (3) ocular hypertension >21 mmHg (n = 15, 12.1%); (4) age-related macular degeneration (AMD; n = 15, 12.1%); (5) diabetic retinopathy (n = 6, 4.8%); (6) visually significant cataract (n = 6, 4.8%); and (7) other pathologies (n = 11, 8.9%); 97.7% of the patients reported high satisfaction rates (they were satisfied or very satisfied from the project model). Conclusions: Our pilot telemedicine screening project effectively detected ocular diseases in underserved areas in Israel and helped improve access to eye care. This project has the potential of reaching a national level, allow for early diagnosis, and prevent vision loss and blindness in underserved areas. [ABSTRACT FROM AUTHOR]

Examines the changes in women empowerment in Israel. Increase in the participation in foreign and security policy; Impact of the prominence of security matters on Israel's national agenda on the political weakness of women; Modifications in the status of women legislators.