הערכתם של סטודנטים עם הפרעה בלמידה וללא הפרעה בלמידה את תרומתם של קורסים מקוונים

This quantitative study examines the perceived contribution of online courses taken at a college of education as evaluated by 53 students without learning disabilities (NLD students) and 32 students with learning disabilities (LD students) during the 2011-2012 academic year. The study reveals a signi ficant difference (1):between the evaluations of LD and NLD students as regards to two variables the LD students' evaluations of the lecturer's activity and his/her contribution to the learning was signi ficantly higher than that of the NLD students; (2) the NLD students' involvement in the online course was significantly greater than that of the LD students. Furthermore, the study shows that of all the variables, the /extent of the student's involvement in the online course contributed most to his her satisfaction with that course, and was found to be signi ficantly greater among LD students than among NLD students. This is indicative of the importance of students' involvement in the learning process and calls for further research on the .role of the lecturer in the online learning process