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מרצה בכירה

תחומי התמחות

סביבות למידה קונסטרוקטיביסטיות
למידה לאורך החיים
הערכה מעצבת
למידה בעידן הדיגיטלי
חינוך למוסר ולדמוקרטיה

קורסים נבחרים

דרכים ושיטות בהוראה ובחינוך
יחסי גומלין: קהילה, מסגרת חינוכית ומשפחה
חינוך לאזרחות דמוקרטית
משפחה וחינוך בעידן המידע

תפקידים נוספים

מנהלת פרויקט אירסמוס+

פרסומים נבחרים

1. *Alt, D., & Boniel-Nissim, M. (accepted for publication). Links between adolescents' deep and surface learning approaches, problematic Internet use, and Fear of Missing Out (FoMO). Internet Interventions. Impact Factor (2 years): 3.183, Journal Rank: 1
2. *Alt, D., & Boniel-Nissim, M. (accepted for publication). Parent-Adolescent Communication and Problematic Internet Use: The Mediating Role of Fear of Missing Out (FoMO). Journal of Family Issues. Impact Factor (4 years): 1.675, Journal Rank: 1
3. *Alt, D., & Itzkovich, Y. (accepted for publication). The impact of perceived constructivist learning environments on faculty uncivil authoritarian behaviors. Higher Education. Impact Factor (4 years): 2.41, Journal Rank: 1
4. *Alt, D. (2018). Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms. Teaching and Teacher Education, 73, 141-150. Impact Factor (4 years): 3.281, Journal Rank: 1
5. *Alt, D. (2018). Teachers’ practices in science learning environments and their use of formative and summative assessment tasks. Learning Environments Research. DOI: https://doi.org/10.1007/s10984-018-9259-z. Impact Factor (4 years): 1.691, Journal Rank: 2
6. *Alt, D., & Raichel, N. (accepted for publication). Game-based learning in higher education: Challenges and opportunities: A case study. Dapim – Journal of Theory and Research in Education. (Hebrew) Journal Rank: B
7. *Alt, D., & Itzkovich, Y. (2017). Cross-validation of the reactions to faculty incivility measurement through a multidimensional scaling approach. Journal of Academic Ethics. Impact Factor (4 years): 0.859, Journal Rank: 2
8. *Alt, D. (2017). College students' perceived learning environment and their social media engagement in activities unrelated to class work. Instructional Science, 45, 623–643. Impact Factor (4 years): 2.546, Journal Rank: 1
9. *Alt, D. (2017). Students’ social media engagement and fear of missing out (FoMO) in a diverse classroom. Journal of Computing in Higher Education, 29(2), 388-410. Impact Factor (4 years): 2.162, Journal Rank: 1
10. *Alt, D. (2017). Constructivist learning and openness to diversity and challenge in higher education environments. Learning Environments Research, 20, 99–119. Impact Factor (4 years): 1.691, Journal Rank: 2
11. *Alt, D. (2016). Contemporary constructivist practices in higher education settings and academic motivational factors. Australian Journal of Adult Learning, 56(3), 374 – 399. Impact Factor (4 years): 0.354, Journal Rank: 4
12. *Alt, D. (2016). Students' perceived constructivist learning environment: Empirical examples of the comparison between facet theory with smallest space analysis and confirmatory factor analysis. European Journal of Psychological Assessment. DOI: 10.1027/1015-5759/a000358. Impact Factor (4 years): 2.085, Journal Rank: 2
13. *Alt, D. (2016). Students' wellbeing, fear of missing out, and social media engagement for leisure in higher education learning environments. Current Psychology. DOI 10.1007/s12144-016-9496-1. Impact Factor (4 years): 0.678, Journal Rank: 3
14. *Alt, D., & Geiger, B. (2016). An academic program for Orthodox teachers a result of the 'New Horizon' reform': Barriers, strengths, and aspirations. Dapim – Journal of Theory and Research in Education, 61, 151 – 173. (Hebrew) Journal Rank: B
15. *Alt, D. (2015). Literacy, media, and media instruction: The acquisition of media literacy skills through media instruction. Dapim – Journal of Theory and Research in Education, 60, 117 – 137. (Hebrew) Journal Rank: B
16. *Alt, D. (2015). Assessing the connection between self-efficacy for learning and justifying academic cheating in higher education learning environments. Journal of Academic Ethics, 13, 77–90. Impact Factor (4 years): 0.859, Journal Rank: 2
17. *Alt, D. (2015). Assessing the contribution of constructivist based academic learning environment to academic self-efficacy in higher education. Learning Environments Research, 18, 47–67. Impact Factor (3 years): 2.188, Journal Rank: 1
18. *Alt, D. (2015). College students' academic motivation, media engagement and fear of missing out. Computers in Human Behavior, 49, 111–119. Impact Factor (4 years): 4.979, Journal Rank: 1
19. *Alt, D. (2015). Using structural equation modeling and multidimensional scaling to assess female college students' academic adjustment as a function of perceived parenting styles. Current Psychology, 35, 549 – 561. Impact Factor (4 years): 0.678, Journal Rank: 3
20. *Alt, D., & Itzkovich, Y. (2015). Assessing the connection between students' justice experience and perceptions of faculty incivility in higher education. Journal of Academic Ethics, 13, 121–134. Impact Factor (4 years): 0.859, Journal Rank: 2
21. *Alt, D., & Itzkovich, Y. (2015). Adjustment to college and perceptions of faculty incivility. Current Psychology. DOI 10.1007/s12144-015-9334-x Impact Factor (4 years): 0.678, Journal Rank: 3
22. *Itzkovich, Y., & Alt, D. (2015). Development and validation of a measurement to assess college students' reactions to faculty incivility. Ethics & Behavior, 26(8), 621-637. Impact Factor (4 years): 0.877, Journal Rank: 3
23. *Alt, D. (2014). Assessing the connection between students' justice experience and attitudes toward academic cheating in higher education new learning environments. Journal of Academic Ethics, 12, 113-127. Impact Factor (4 years): 0.859, Journal Rank: 2
24. *Geiger, B., & Alt, D. (2014). Haredi -Chabad women’s strengths and aspirations and acculturation experience upon accessing a non-Haredi Institution of higher education in the Northern Galilee. Women in Judaism: A Multidisciplinary Journal, 11(1), 1 – 25.
25. *Alt, D. (2014). The construction and validation of a new scale for measuring features of constructivist learning environments in higher education. Frontline Learning Research, 2(3). DOI: http://dx.doi.org/10.14786/flr.v2i2.68 Impact Factor (3 years): 1.670
26. *Alt, D. (2014). Using structural equation modeling and multidimensional scaling to assess students’ perceptions of the learning environment and justice experiences. International Journal of Educational Research, 69, 38–49. Impact Factor (4 years): 1.426, Journal Rank: 1
27. *Alt, D. (2014). First-year female college students' academic motivation as a function of perceived parenting styles: A contextual perspective. Journal of Adult Development, 22, 63-75. Impact Factor (3 years): 0.905, Journal Rank: 2
28. Alt. D. (2014). The contribution of constructive learning environment on democratic processes involvement. Megamot: Journal of Behavioral Science, 49(4), 775 – 795. (Hebrew) Journal Rank: B+ (accepted for publication 2012)
29. Alt, D. (2013). Media literacy instruction in the Mass-Communication curriculum for higher education in Israel. Eunim BeHinuch (Educational Studies), 7-8, 306 – 336. (Hebrew) Journal Rank: B
30. Alt, D., & Geiger, B. (2012). Goal orientations and tendency to neutralize academic cheating: An ecological perspective. Psychological Studies, 57(4), 404–416. Joint contribution. Impact Factor (3 years): 0.571, Journal Rank: 4

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