למידה מותאמת אישית באקדמיה: אוריינטציית הלמידה הדיגיטלית של הסטודנט, והשפעת סגנון ההוראה על אופן הלמידה המקוון

The transition to digital learning in higher education raises questions about the fit between students’ learning Orientations and lecturers’ teaching styles in the online environment. This study examined the mediating role of teaching style in the relationship between students’ learning orientation and their digital learning patterns.The study included 342 undergraduate students (181 from colleges, 161from universities) in the 2022/23 academic year. Through factor analysis, two learning Orientations (digital and traditional), two teaching styles (research and pedagogical orientation), and two modes of online learning (active and passive). Mediation effects were examined using the PROCESS model.The findings reveal a complex pattern of interactions: a research-oriented teaching style mediates the relationship between both digital and conservative learning orientations and active online learning, while a pedagogically oriented teaching style mediates the relationship between both digital and conservative learning orientations and passive online learning. Surprisingly, no mediation was found between pedagogical orientation and active learning. The main innovation is the identification of the role of the lecturer as a critical mediator between student characteristics and digital learning outcomes.The findings indicate the need for differential matching of teaching styles to students' learning profiles, and provide practical insights for the development of personalized digital learning environments in higher education.