Ornit Sagy | Technion Israel Institute of Technology (original) (raw)

Papers by Ornit Sagy

Research paper thumbnail of Learning and Teaching Cultures in Higher Education: The Role of Technology in Turning the Vicious Cycle into a Virtuous One

Research paper thumbnail of Teachers as designers of technology enhanced learning

Instructional Science, 2015

Research on factors affecting curriculum implementation has pointed to the importance of involvin... more Research on factors affecting curriculum implementation has pointed to the importance of involving teachers, to varying degrees, in shaping the learning scenarios in their own classrooms. While the benefits of Teachers as Designers (TaD) are acknowledged in literature, far less is known about ways of shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design, how such activities may be supported, and how teacher involvement in design partnerships with researchers impacts the quality of the artefacts created, their implementation, and ultimately, student learning. This workshop speaks to that need by bringing together researchers and practitioners interested in further exploring various TaD aspects.

Research paper thumbnail of What to Assess In Large Scale Web-Based Instruction: Student Satisfaction Versus Performance (Poster)

Research paper thumbnail of What to Assess in Large Scale Web-based Instruction: Student Satisfaction versus Performance (Poster)

In many cases the success of course websites is measured in terms of student satisfaction (Lim & ... more In many cases the success of course websites is measured in terms of student satisfaction (Lim & Karol, 2002; Reister, Lapointe, & Korcuska, 2007; Sahin & Shelley, 2008; Smart & Cappel, 2006). Many studies rely on the assumption that satisfaction enhances the motivation for learning, and that as a consequence, students' ownership of the learning process increases (Lim & Karol, 2002; Smart & Cappel, 2006), which eventually, improves the effectiveness of the learning process. This research reports on the first stage of an ...

Research paper thumbnail of Peer Learning and Support of Technology in an Undergraduate Biology Course to Enhance Deep Learning

Cell Biology Education, 2012

This study offers an innovative and sustainable instructional model for an introductory undergrad... more This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included openended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students' outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that socialconstructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from "knowledge transmitters" to "role model scientists."

Research paper thumbnail of Promoting a Culture of Learning based on Internal Values in Large Undergraduate Courses: The added Value of Technology

In recent years there is a growing concern regarding the quality of learning in undergraduate lev... more In recent years there is a growing concern regarding the quality of learning in undergraduate level education. In this study we synthesize various views about the notion of “learning culture” into one generic framework in which we describe a continuum ranging from learning driven by external values (eg, passing a test) to internal values (eg, the urge to learn). We use this framework to explore the effect of an intervention in three levels, which utilizes technology to gradually employ higher levels of internal values of teaching in a ...

Research paper thumbnail of To Learn or to be Taught? Harnessing Technology to Enhance Self Regulated Learning

Instruction in large higher education introductory courses is usually based on lectures which dis... more Instruction in large higher education introductory courses is usually based on lectures which discourage students from taking responsibility of their own learning. We developed an instructional model that harnesses technology to support students in assuming such responsibility, and gradually implemented it in a large introductory biology course. We examined how the gradual shift of responsibility from the instructor to the students affected their self regulation and self-efficacy. Verbal analysis of students' utterances revealed that students felt a sense of confidence when all course contents were provided to them in the lectures and the tutorial, which encouraged them to take responsibility of their own learning. However, when students were required to self-learn some of the course materials which were not covered in lectures, they became reluctant from taking that responsibility. We conclude that it's imperative to provide supports that will induce students' confidence, and encourage them to assume responsibility.

Research paper thumbnail of What to Assess in Large Scale Web-based Instruction: Student Satisfaction versus Performance (Poster)

In many cases the success of course websites is measured in terms of student satisfaction (Lim & ... more In many cases the success of course websites is measured in terms of student satisfaction (Lim & Karol, 2002; Reister, Lapointe, & Korcuska, 2007; Sahin & Shelley, 2008; Smart & Cappel, 2006). Many studies rely on the assumption that satisfaction enhances the motivation for learning, and that as a consequence, students' ownership of the learning process increases (Lim & Karol, 2002; Smart & Cappel, 2006), which eventually, improves the effectiveness of the learning process. This research reports on the first stage of an ...

Research paper thumbnail of Peer Learning and Support of Technology in an Undergraduate Biology Course to Enhance Deep Learning

Cell Biology Education, 2012

This study offers an innovative and sustainable instructional model for an introductory undergrad... more This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included openended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students' outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that socialconstructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from "knowledge transmitters" to "role model scientists."

Research paper thumbnail of Harnessing technology for promoting undergraduate art education: A novel model that streamlines learning between classroom, museum and home

IEEE Transactions on Learning Technologies, 2014

We report on the development and evaluation of an innovative instructional model, which harnesses... more We report on the development and evaluation of an innovative instructional model, which harnesses advanced technologies and local resources (an in-campus museum), to support undergraduate-level art history students in developing the skills required for analyzing artwork. Theory suggests that analyzing artwork requires theoretical knowledge and practical experience gained through critical dialogue and inquiry of original artwork. An instructional model was designed in which technology (website, collaborative docs, and mobile apps) supported streamlining of learning across settings (class, museum, and home) and conducting collaborative inquiry in situ (e.g., museum). Using a design research approach, the model was studied in three aspects: its potential to enable instructors to implement the cognitive apprenticeship instructional approach; its contribution to the students' development of independence and self-efficacy in analyzing artwork; and the contribution of technology to streamlining learning between settings. Data was collected from two enactments of the course. Findings indicate that the instructors gradually faded their modeling and coaching enabling students to become more active, hence the model we designed was largely implemented by the instructors. Furthermore, it supported students' gradual development of independence in practicing the newly learned skills. From the students' perspective, the integrated technologies created seamless learning between the three settings.

Research paper thumbnail of Harnessing technology for integrating multiple learning environments in undergraduate art education. Presenter at the 15th biennial European Association for Research on Learning and Instruction (EARLI) conference, Munich, Germany

One of the most challenging aspects of Art education is in helping students develop the skill to ... more One of the most challenging aspects of Art education is in helping students develop the skill to analyze artwork. The Cognitive Apprenticeship framework explains how novices can develop skills by learning from experts, and suggests that the role of the instructor, as an expert, should transform over time through three phases: modeling, coaching and fading-away. The purpose of this research was to develop and examine an instructional-model, which harnesses innovative technologies and local resources (an in-campus museum), to support undergraduate-level Art students in developing the skill to analyze artwork. An instructional-model was designed in which each of four major topics was taught through a sequence of learning sessions spanning over three learning environments (classroom, museum, home), with technology supporting the flow of information between them. A case-study approach was used to collect rich data from two full enactments of the course in one semester, taught by one instructor to two cohorts of students. Findings indicate that the instructor gradually decreased her own activity (modeling and coaching), to enable students to become more active. We conclude that the instructional model and the underlying technological infrastructure, served as a key enabler for the instructor to provide students with opportunities to practice their skills with her guidance, and eventually to develop independence in analyzing artwork.

Research paper thumbnail of Learning and teaching cultures in higher education: Turning the vicious cycle into a virtuous One. Presenter at the 15th biennial European Association for Research on Learning and Instruction (EARLI) conference, Munich, Germany

As wider and more diverse audiences attend universities, nowadays, more advanced instructional ap... more As wider and more diverse audiences attend universities, nowadays, more advanced instructional approaches are required. We report on a continuation of a previous three-year long study, focusing on students' learning-culture, which examined a pedagogical-technological innovation infused into an introductory biology course, at an established academic institution. An online-tutorial was used in the most advanced level of the intervention as the main resource for student self-learning of course content. In parallel, students participated in a more in-depth process in small knowledge-building teams, each focusing on a specific course topic. Findings indicated that students' learning-culture was highly affected by the teaching culture encapsulated in the course design. In the current study, we interviewed six introductory course-instructors at the same institution. These interviews, comprised of 427 utterances, were analyzed phenomenographically. Findings reveal compromises in teaching, made by these instructors, based on their faulty views about the learning culture of "the typical student". We conclude that reciprocal relations exist between learning-culture and teaching-culture, which may cause stagnation of traditional instruction in higher-education.

Research paper thumbnail of Why we need yet another framework: The cultures of learning and teaching continuum. Presenter at the 2013 Annual Meeting, American Educational Research Association (AERA) conference, San-Francisco, California

Research paper thumbnail of Promoting a culture of learning that is based on internal values in an introductory undergraduate level biology course. Paper presented at Annual Meeting of National Association for Research in Science Teaching (NARST). Indianapolis, U.S.A, March 2012

Research paper thumbnail of Promoting a culture of learning that is based on internal values in an introductory undergraduate level biology course. Paper presented at the 14th biennial European Association for Research on Learning and Instruction (EARLI) conference, Exeter, United Kingdom

Research paper thumbnail of Promoting a Culture of Learning based on Internal Values in Large Undergraduate Courses: The added Value of Technology. Proceedings of the 7th Chais conference on instructional technologies research, 2012. Raanana: The Open University

Research paper thumbnail of Satisfaction – yes, performance improvement – not yet…. Paper presented at the 7th Inter-University Center for e-Learning (IUCEL), Ramat-Gan: Shenkar College of Engineering and Design. Hebrew

Research paper thumbnail of Revolution in an introductory biology course: Active and collaborative online learning. Paper presented at the 6th Inter-University Center for e-Learning (IUCEL), Haifa University. Hebrew

Research paper thumbnail of What to Assess In Large Scale Web-Based Instruction: Student Satisfaction Versus Performance (Poster)

telem-pub.openu.ac.il, 2010

Research paper thumbnail of Diversity In Excellence Fostering Programs: The Case of the Informatics Olympiad

Journal of Computers in Mathematics and Science …, Jan 1, 2007

Research paper thumbnail of Learning and Teaching Cultures in Higher Education: The Role of Technology in Turning the Vicious Cycle into a Virtuous One

Research paper thumbnail of Teachers as designers of technology enhanced learning

Instructional Science, 2015

Research on factors affecting curriculum implementation has pointed to the importance of involvin... more Research on factors affecting curriculum implementation has pointed to the importance of involving teachers, to varying degrees, in shaping the learning scenarios in their own classrooms. While the benefits of Teachers as Designers (TaD) are acknowledged in literature, far less is known about ways of shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design, how such activities may be supported, and how teacher involvement in design partnerships with researchers impacts the quality of the artefacts created, their implementation, and ultimately, student learning. This workshop speaks to that need by bringing together researchers and practitioners interested in further exploring various TaD aspects.

Research paper thumbnail of What to Assess In Large Scale Web-Based Instruction: Student Satisfaction Versus Performance (Poster)

Research paper thumbnail of What to Assess in Large Scale Web-based Instruction: Student Satisfaction versus Performance (Poster)

In many cases the success of course websites is measured in terms of student satisfaction (Lim & ... more In many cases the success of course websites is measured in terms of student satisfaction (Lim & Karol, 2002; Reister, Lapointe, & Korcuska, 2007; Sahin & Shelley, 2008; Smart & Cappel, 2006). Many studies rely on the assumption that satisfaction enhances the motivation for learning, and that as a consequence, students' ownership of the learning process increases (Lim & Karol, 2002; Smart & Cappel, 2006), which eventually, improves the effectiveness of the learning process. This research reports on the first stage of an ...

Research paper thumbnail of Peer Learning and Support of Technology in an Undergraduate Biology Course to Enhance Deep Learning

Cell Biology Education, 2012

This study offers an innovative and sustainable instructional model for an introductory undergrad... more This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included openended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students' outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that socialconstructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from "knowledge transmitters" to "role model scientists."

Research paper thumbnail of Promoting a Culture of Learning based on Internal Values in Large Undergraduate Courses: The added Value of Technology

In recent years there is a growing concern regarding the quality of learning in undergraduate lev... more In recent years there is a growing concern regarding the quality of learning in undergraduate level education. In this study we synthesize various views about the notion of “learning culture” into one generic framework in which we describe a continuum ranging from learning driven by external values (eg, passing a test) to internal values (eg, the urge to learn). We use this framework to explore the effect of an intervention in three levels, which utilizes technology to gradually employ higher levels of internal values of teaching in a ...

Research paper thumbnail of To Learn or to be Taught? Harnessing Technology to Enhance Self Regulated Learning

Instruction in large higher education introductory courses is usually based on lectures which dis... more Instruction in large higher education introductory courses is usually based on lectures which discourage students from taking responsibility of their own learning. We developed an instructional model that harnesses technology to support students in assuming such responsibility, and gradually implemented it in a large introductory biology course. We examined how the gradual shift of responsibility from the instructor to the students affected their self regulation and self-efficacy. Verbal analysis of students' utterances revealed that students felt a sense of confidence when all course contents were provided to them in the lectures and the tutorial, which encouraged them to take responsibility of their own learning. However, when students were required to self-learn some of the course materials which were not covered in lectures, they became reluctant from taking that responsibility. We conclude that it's imperative to provide supports that will induce students' confidence, and encourage them to assume responsibility.

Research paper thumbnail of What to Assess in Large Scale Web-based Instruction: Student Satisfaction versus Performance (Poster)

In many cases the success of course websites is measured in terms of student satisfaction (Lim & ... more In many cases the success of course websites is measured in terms of student satisfaction (Lim & Karol, 2002; Reister, Lapointe, & Korcuska, 2007; Sahin & Shelley, 2008; Smart & Cappel, 2006). Many studies rely on the assumption that satisfaction enhances the motivation for learning, and that as a consequence, students' ownership of the learning process increases (Lim & Karol, 2002; Smart & Cappel, 2006), which eventually, improves the effectiveness of the learning process. This research reports on the first stage of an ...

Research paper thumbnail of Peer Learning and Support of Technology in an Undergraduate Biology Course to Enhance Deep Learning

Cell Biology Education, 2012

This study offers an innovative and sustainable instructional model for an introductory undergrad... more This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included openended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students' outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that socialconstructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from "knowledge transmitters" to "role model scientists."

Research paper thumbnail of Harnessing technology for promoting undergraduate art education: A novel model that streamlines learning between classroom, museum and home

IEEE Transactions on Learning Technologies, 2014

We report on the development and evaluation of an innovative instructional model, which harnesses... more We report on the development and evaluation of an innovative instructional model, which harnesses advanced technologies and local resources (an in-campus museum), to support undergraduate-level art history students in developing the skills required for analyzing artwork. Theory suggests that analyzing artwork requires theoretical knowledge and practical experience gained through critical dialogue and inquiry of original artwork. An instructional model was designed in which technology (website, collaborative docs, and mobile apps) supported streamlining of learning across settings (class, museum, and home) and conducting collaborative inquiry in situ (e.g., museum). Using a design research approach, the model was studied in three aspects: its potential to enable instructors to implement the cognitive apprenticeship instructional approach; its contribution to the students' development of independence and self-efficacy in analyzing artwork; and the contribution of technology to streamlining learning between settings. Data was collected from two enactments of the course. Findings indicate that the instructors gradually faded their modeling and coaching enabling students to become more active, hence the model we designed was largely implemented by the instructors. Furthermore, it supported students' gradual development of independence in practicing the newly learned skills. From the students' perspective, the integrated technologies created seamless learning between the three settings.

Research paper thumbnail of Harnessing technology for integrating multiple learning environments in undergraduate art education. Presenter at the 15th biennial European Association for Research on Learning and Instruction (EARLI) conference, Munich, Germany

One of the most challenging aspects of Art education is in helping students develop the skill to ... more One of the most challenging aspects of Art education is in helping students develop the skill to analyze artwork. The Cognitive Apprenticeship framework explains how novices can develop skills by learning from experts, and suggests that the role of the instructor, as an expert, should transform over time through three phases: modeling, coaching and fading-away. The purpose of this research was to develop and examine an instructional-model, which harnesses innovative technologies and local resources (an in-campus museum), to support undergraduate-level Art students in developing the skill to analyze artwork. An instructional-model was designed in which each of four major topics was taught through a sequence of learning sessions spanning over three learning environments (classroom, museum, home), with technology supporting the flow of information between them. A case-study approach was used to collect rich data from two full enactments of the course in one semester, taught by one instructor to two cohorts of students. Findings indicate that the instructor gradually decreased her own activity (modeling and coaching), to enable students to become more active. We conclude that the instructional model and the underlying technological infrastructure, served as a key enabler for the instructor to provide students with opportunities to practice their skills with her guidance, and eventually to develop independence in analyzing artwork.

Research paper thumbnail of Learning and teaching cultures in higher education: Turning the vicious cycle into a virtuous One. Presenter at the 15th biennial European Association for Research on Learning and Instruction (EARLI) conference, Munich, Germany

As wider and more diverse audiences attend universities, nowadays, more advanced instructional ap... more As wider and more diverse audiences attend universities, nowadays, more advanced instructional approaches are required. We report on a continuation of a previous three-year long study, focusing on students' learning-culture, which examined a pedagogical-technological innovation infused into an introductory biology course, at an established academic institution. An online-tutorial was used in the most advanced level of the intervention as the main resource for student self-learning of course content. In parallel, students participated in a more in-depth process in small knowledge-building teams, each focusing on a specific course topic. Findings indicated that students' learning-culture was highly affected by the teaching culture encapsulated in the course design. In the current study, we interviewed six introductory course-instructors at the same institution. These interviews, comprised of 427 utterances, were analyzed phenomenographically. Findings reveal compromises in teaching, made by these instructors, based on their faulty views about the learning culture of "the typical student". We conclude that reciprocal relations exist between learning-culture and teaching-culture, which may cause stagnation of traditional instruction in higher-education.

Research paper thumbnail of Why we need yet another framework: The cultures of learning and teaching continuum. Presenter at the 2013 Annual Meeting, American Educational Research Association (AERA) conference, San-Francisco, California

Research paper thumbnail of Promoting a culture of learning that is based on internal values in an introductory undergraduate level biology course. Paper presented at Annual Meeting of National Association for Research in Science Teaching (NARST). Indianapolis, U.S.A, March 2012

Research paper thumbnail of Promoting a culture of learning that is based on internal values in an introductory undergraduate level biology course. Paper presented at the 14th biennial European Association for Research on Learning and Instruction (EARLI) conference, Exeter, United Kingdom

Research paper thumbnail of Promoting a Culture of Learning based on Internal Values in Large Undergraduate Courses: The added Value of Technology. Proceedings of the 7th Chais conference on instructional technologies research, 2012. Raanana: The Open University

Research paper thumbnail of Satisfaction – yes, performance improvement – not yet…. Paper presented at the 7th Inter-University Center for e-Learning (IUCEL), Ramat-Gan: Shenkar College of Engineering and Design. Hebrew

Research paper thumbnail of Revolution in an introductory biology course: Active and collaborative online learning. Paper presented at the 6th Inter-University Center for e-Learning (IUCEL), Haifa University. Hebrew

Research paper thumbnail of What to Assess In Large Scale Web-Based Instruction: Student Satisfaction Versus Performance (Poster)

telem-pub.openu.ac.il, 2010

Research paper thumbnail of Diversity In Excellence Fostering Programs: The Case of the Informatics Olympiad

Journal of Computers in Mathematics and Science …, Jan 1, 2007