Papers by Ilan (Daniel's) Rahimi
Fighting fake news on social media: a comparative evaluation of digital literacy interventions
Current psychology, Feb 5, 2024
The use of digital tools and digital learning skills in multicultural higher education campuses during the Covid-19 crisis
Israel affairs, Mar 28, 2024
Perspectives on Higher Education Institutions in the POST-COVID-19 Era
INTED proceedings, Mar 1, 2023
Designing and Planning an Online English Course by Cefr Model for Israeli Higher Education Institutions
INTED proceedings, Mar 1, 2022
New Students’ Attitudes Toward Asynchronous Learning During the Corona Pandemic
EDULEARN proceedings, Jul 1, 2021
A Critical Success Factor for CRM Implementation
Ambient Intelligence in Learning Management System (LMS)
Springer eBooks, 2022
International Journal of Electronic Customer Relationship Management, 2007
Customer Relationship Management (CRM) implementation has been a daunting and exhaustive experien... more Customer Relationship Management (CRM) implementation has been a daunting and exhaustive experience for many organisations. Managers and decision makers find that there is no one 'fixed formula' to guarantee its success. This paper draws from CSF models in ERP implementation and project management, determining their applicability to successful CRM implementation in a B2B context. Eight (8) companies who implemented CRM were scrutinised, in which overlapping issues with ERP Implementation and project management were analysed. This analysis was the foundation of a CSF model for CRM implementation, providing a list of strategic and tactical CSFs that are present when undergoing such a process.
American Journal of Distance Education, Dec 20, 2018
Feelings of threat, challenge, motivation, self-efficacy, and transactional distance reflect stud... more Feelings of threat, challenge, motivation, self-efficacy, and transactional distance reflect students' struggles with the learning process. This study examined the relationship between students' subjective feelings about the learning process in virtual and blended courses (VC and BC). This is a mixed-method study. The sample included 484 students from two academic institutions in Israel. The study found a connection between students' subjective feelings about the learning process in VC and BC and feelings of threat/challenge, motivation, and self-efficacy. We found differences between students in different years of study and between those studying in various fields of study. The purpose of the study was to examine the relationship between feelings of challenge and threat, self-efficacy, and motivation in students who study in virtual courses (VCs) and blended courses (BCs). Feelings of challenge/threat, motivation, self-efficacy, and a sense of transactional distance reflect the students' coping with the learning process, satisfaction, and perseverance in learning (Moore, 1993; Zilka & Zeichner, 2017). The present study examined two courses: a VC and a BC. A BC refers to a mixture of face-to-face and virtual learning. The learners meet face-to-face regularly, the course has an active website, and discussions are held in a forum on the course website and continue face-to-face. This type of combination is expected to enrich the relationship between the teacher and the learner within the learners' community. Face-to-face meetings should enable immediate, unmediated interaction, based on verbal communication and nonverbal messages, such as facial expressions and body language, helping the teachers encourage significant interaction and identify situations that require a response to signs of distress, embarrassment, and difficulties related to the material taught, to the class fabric, and the
Review of European Studies, Aug 26, 2022
This study examined students' attitudes to characteristics of learning in Zoom, attitudes to the ... more This study examined students' attitudes to characteristics of learning in Zoom, attitudes to the quality of teaching in Zoom and ways of learning, about a year after the outbreak of the COVID-19 crisis. The aim of the current study was to examine, What are students' attitudes to the characteristics of learning in Zoom, the quality of teaching in Zoom and ways of learning in Zoom? Facilitators, inhibitors, implications and recommendations were identified. The study is a quantitative one, the questionnaire contained closed questions, and 712 students who study in higher education institutions in Israel participated in the study. The findings showed that most students are satisfied with learning in Zoom, and that there was a significant improvement in the students' attitudes towards learning in Zoom during their studies in the Covid-19 period. It was found that older students have more positive attitudes towards learning in Zoom, and learning disorders are connected to more negative attitudes towards learning in Zoom; however, there was also an improvement in the attitudes of students with learning disorders, during their learning experience in the COVID-19 period.
Online Examinations in Higher Education During the Coronavirus Period - a Case Study
ICERI proceedings, Nov 1, 2020
Journal of Information Technology Education, 2018
BY-NC 4.0) This article is licensed to you under a Creative Commons Attribution-NonCommercial 4.0... more BY-NC 4.0) This article is licensed to you under a Creative Commons Attribution-NonCommercial 4.0 International License. When you copy and redistribute this paper in full or in part, you need to provide proper attribution to it to ensure that others can later locate this work (and to ensure that others do not accuse you of plagiarism). You may (and we encourage you to) adapt, remix, transform, and build upon the material for any non-commercial purposes. This license does not permit you to use this material for commercial purposes.
Issues in Informing Science and Information Technology, 2023
NC 4.0) This article is licensed to you under a Creative Commons Attribution-NonCommercial 4.0 In... more NC 4.0) This article is licensed to you under a Creative Commons Attribution-NonCommercial 4.0 International License. When you copy and redistribute this paper in full or in part, you need to provide proper attribution to it to ensure that others can later locate this work (and to ensure that others do not accuse you of plagiarism). You may (and we encourage you to) adapt, remix, transform, and build upon the material for any non-commercial purposes. This license does not permit you to use this material for commercial purposes.
Issues in Informing Science and Information Technology
Aim/Purpose. Higher education institutions face difficulties and challenges when it comes to dist... more Aim/Purpose. Higher education institutions face difficulties and challenges when it comes to distance learning. The purpose of this paper is to examine self-efficacy indicators and student satisfaction during online English classes. Background. E-learning has been very relevant since the Covid-19 era and is still relevant today. It is possible for students to study regardless of their location or time. By measuring students’ self-efficacy, instructors can gain valuable insights into their students’ ability to create social interaction, cope with technology, and acquire knowledge and tools to manage the learning process. Methodology. This study uses mixed methods along with two measurements. Before and after the course, quantitative and qualitative data were collected. Higher education students in Israel participated. A total of 964 students enrolled in English as a foreign language courses at the pre-basic, basic, and advanced levels. Contribution. Analyzing self-efficacy from sever...
Review of European Studies, 2021
With the outbreak of the COVID-19 crisis, higher education institutions organized for online lear... more With the outbreak of the COVID-19 crisis, higher education institutions organized for online learning. The aim of the present study was to examine the implications of online learning for students with limited access to information and communication technology (ICT), content infrastructures, and digital environments, assuming that such limited access may impair their ongoing learning process when instruction moves online, and cause situations of stress and frustration, as well as a desire to drop out of school. The mixed-method study involved 639 students studying at institutions of higher education in Israel, who completed a questionnaire containing open and closed questions. The findings show that 13% of participants reported that they had limited access, difficulties, and malfunctions resulting from a weak connection to the Internet, and numerous disconnects, especially during synchronous lectures. They reported having difficulties downloading content from the Internet and uploadi...
Perspectives on Higher Education Institutions in the POST-COVID-19 Era
INTED2023 Proceedings
Ambient Intelligence in Learning Management System (LMS)
Lecture notes in networks and systems, 2022
Review of European Studies
This study examined students’ attitudes to characteristics of learning in Zoom, attitudes to the ... more This study examined students’ attitudes to characteristics of learning in Zoom, attitudes to the quality of teaching in Zoom and ways of learning, about a year after the outbreak of the COVID-19 crisis. The aim of the current study was to examine, What are students’ attitudes to the characteristics of learning in Zoom, the quality of teaching in Zoom and ways of learning in Zoom? Facilitators, inhibitors, implications and recommendations were identified. The study is a quantitative one, the questionnaire contained closed questions, and 712 students who study in higher education institutions in Israel participated in the study. The findings showed that most students are satisfied with learning in Zoom, and that there was a significant improvement in the students’ attitudes towards learning in Zoom during their studies in the Covid-19 period. It was found that older students have more positive attitudes towards learning in Zoom, and learning disorders are connected to more negative at...
With the outbreak of the COVID-19 crisis, higher education institutions organized for online lear... more With the outbreak of the COVID-19 crisis, higher education institutions organized for online learning. The aim of the present study was to examine the implications of online learning for students with limited access to information and communication technology (ICT), content infrastructures, and digital environments, assuming that such limited access may impair their ongoing learning process when instruction moves online, and cause situations of stress and frustration, as well as a desire to drop out of school. The mixed-method study involved 639 students studying at institutions of higher education in Israel, who completed a questionnaire containing open and closed questions. The findings show that 13% of participants reported that they had limited access, difficulties, and malfunctions resulting from a weak connection to the Internet, and numerous disconnects, especially during synchronous lectures. They reported having difficulties downloading content from the Internet and uploading materials. It has been shown that limited access to the Internet has implications for the learning process, motivation, self-efficacy, as well as for feelings and emotions. It is liable to lead to the widening or the creation of gaps between students who have full and those who have limited access to the Internet. The findings show that little use is made of forums (10%). A more extensive use of the forums is recommended in courses where students have limited access to the Internet, to create a supportive learning community.
INTED proceedings, Mar 1, 2022
Proof of English proficiency is a mandatory requirement for completion of all undergraduate degre... more Proof of English proficiency is a mandatory requirement for completion of all undergraduate degree program in Israel. To that end, English courses at different levels are integrated into the various curricula. Over the years, academic institutions have dealt with this challenge, and in 2019, following the work of an expert committee, the Council of Higher Education approved a reform in English studies, under which the CEFR (Common European Framework of Reference) "European model for evaluating languages" standard was adopted for English as a foreign language. The CEFR model extends the previously required skill set to include teaching of all four skills: reading, writing, listening and speaking. As we know, alongside all the above, higher education institutions have had to deal with the challenges posed by COVID-19. However, these challenges presented opportunities in the form of innovative / divergent thinking about teaching. Some institutions examined the creation of hybrid courses combining online and frontal teaching. This article presents the construction of a hybrid course that meets college requirements and is suited to the students, while meeting several basic principles: the course must be meaningful, measurable, extendable, and accessible. The hybrid course is asynchronous and supported by a teaching instructor who holds a number of meetings during the course of the semester. The online part uses innovative technological elements, such as artificial intelligence and deep learning. These elements are designed to address the challenges of imparting all four language skills. In this respect, the tool is an innovation in the Israeli academic world, in terms of its unique academic challenge, its teaching methodologies, and its integration of technology into the teaching and assessment process, and all this while taking into account with the COVID-19 restrictions. The courses presented in this article have been in use since June 2021 (the summer semester in Israel
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Papers by Ilan (Daniel's) Rahimi