@article {1657,
	title = {STUDY GROUP SIZE, MOTIVATION AND ENGAGEMENT IN THE DIGITAL ERA},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {361-373},
	abstract = {This study explored the relationship between the size of the study group and the motivation and engagement of students in online and face-to-face classes while exploring the effect of personal and academic background variables, the number of students in the study group, and the level of their motivation to study. The study included 122 participants, students in their second, third, or fourth year of academic studies, who had experienced online studies during Covid-19 as well as face-to-face studies. They had all participated in both small classes (35 students or less) and large classes (more than 35 students). The study indicates that there is indeed a significant difference in students{\textquoteright} motivation and engagement, irrespective of the size of the study group, and the difference in motivation depends on the method of delivery, whether online or traditional (face-to-face). The research results reveal new knowledge regarding online studies and help enrich the literature on this topic, in the context of motivation for online studies and the size of the study group, which are significant causes underlying students{\textquoteright} academic success. It is evident from the study that size does not affect motivation, which is solely the student{\textquoteright}s responsibility. The challenge of academic institutions and lecturers in the digital era is to raise students{\textquoteright} motivation and engagement, irrespective of the study group.},
	keywords = {Covid-19, e-learning motivation, engagement of students, face-to-face classes, higher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.361},
	url = {https://oaji.net/articles/2023/457-1687425220.pdf},
	author = {Nitza Davidovitch and Roman Yavich}
}
@article {532,
	title = {MYTHS IN THE ACADEME {\textendash} PRE-ENROLLMENT PROFILES AND ACADEMIC EDUCATION AS KEY TO POST-GRADUATION EMPLOYMENT AND SATISFACTION},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {22-34},
	abstract = {Academic education is considered a key to gaining employment and satisfaction. This scientific research attempts to explain the association between the demographic and pre-enrollment profiles of graduates of one academic institution, and their retrospectively reported satisfaction with their academic studies, and with their career. The study, based on a case study of the Ariel University Center of Samaria, Israel, integrates Holland{\textquoteright}s classic congruence theory and Seligman{\textquoteright}s innovative theory of positive psychology, specifically the hypothesis concerning everyday deployment of individual character strengths. Findings of the study demonstrate that deployment of character strengths was a significant predictor of graduates{\textquoteright} work satisfaction. The interesting finding in this exploratory study is the failure of graduates{\textquoteright} pre-enrollment admission profiles to distinguish among graduates based on their post-graduate employment status or job satisfaction. This finding is especially interesting and scientifically significant in the context of the accepted myth in the academe, according to which admission profiles are key predictors of future success. },
	keywords = {academic access, higher education},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405178393.pdf},
	author = {Nitza Davidovitch and Hadassah  Littman-Ovadia and Dan Soen}
}
