Abstract
Online programs are becoming more ubiquitous in higher education; however, there has been a lack of research on the merit of this style of educating. Using the concept of constructivism as a framework, the idea that individuals construct their own understanding of world experiences, the authors generated a case study to explore the efficacy of teaching “havruta study,” text analysis in student pairs with instructor facilitation, in an online format. Findings suggest that, through careful consideration of communication styles and student needs, highly interactive in-house courses can be adapted to online settings.
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