**9. Method**

• Awareness and consideration of students' individual learning needs. Students differ in their needs, learning styles, and quality preferences. Therefore, high-quality e-learning must also be directed at each student's individual needs. It is no longer possible to be satisfied with a general model for everyone, but rather the teacher must provide individualized

• Creating social learning and encouraging interaction in the course. There is an emphasis on the lecturer's need to improve communication skills with the students in order to create a community of learners. Quick responses to learners' questions increase their confidence

A study based on classroom observations found that the main behaviors of effective teaching were enthusiasm, clarity of explanations, and interactions and positive relationships with students. Hativa's model of good teaching and key teaching behaviors [22] suggests that, in

*The cognitive dimension* represents the teacher's skills in channeling the material to the stu-

Organization of the course and lesson—The student is well placed in the framework of the course and the lesson, he knows at every stage of the course what lessons they have learned so far, what they are learning now, and what they will learn in the next stages. Also, lesson

Clarity of the lesson—The teacher clearly explains the course and content of the lesson so that the students can understand and implement their understanding and perform the assign-

Interest/promotion of concentration and attention, intellectual challenge—The lesson is interesting and strengthens concentration and attention among the students. The teacher manages

*The emotional-affective dimension* represents the teacher's skills in creating a pleasant and positive classroom atmosphere that promotes openness, promotion, and a desire for learning.

Respect for the students, a warm and sympathetic attitude, empathy for their difficulties in

Maintaining positive and beneficial interactions with students, such as encouraging questions

In such circumstances, students are satisfied with the teaching, organization, clarity, interest, and challenge of the studies, and the lecturer's approach is favorable to them. This is equally applicable in different content domains such as engineering and the humanities. To be perceived by students as an outstanding teacher, the teacher must excel in creating clarity,

to keep the students engaged throughout the lesson so that they will be focused.

This dimension comprises two types of teaching behaviors:

learning, caring and helping them succeed in learning.

and providing good, useful answers to their questions.

learning services that support each student's subjective preference profile.

**8. Nira Hativa's cognitive-emotional model of learning**

general, a good teacher has teaching capacity in two dimensions:

dents. This dimension consists of three types of teaching behaviors:

and motivation for learning.

20 Public Management and Administration

time is well spent on learning.

ments and homework.

The sample included 150 students studying at Ariel University of Samaria, between age 20 and 30, enrolled in BA programs.

#### **9.1. Research tools**

We developed an online questionnaire that examines the relationship between participation in an educational Facebook group and students' achievements and satisfactions. The questionnaire examines two main issues: the first is the effectiveness of the group and the student's achievements (cognitive) (e.g., Do collaborative Facebook groups allow students to be involved in all stages of learning in the course?). The second topic examined satisfaction and atmosphere among students (emotional aspect) (e.g., Do Facebook collaborative groups create a positive atmosphere that fosters openness among students and a desire for learning?).

#### **9.2. Procedure**

Participants were sampled on a voluntary basis and recruited throughout the Ariel University campus. Participants were informed that participation in the study was not mandatory, and they were permitted to terminate their participation at any stage of the study if they felt that their privacy was violated. Participants completed a consent form before receiving a questionnaire, confirming that they were participants of their own free will. The questionnaire was distributed throughout the university at convenient times for participants. A series of demographic questions was followed by a questionnaire on satisfaction with the emotional and cognitive aspects of their Facebook groups.
