Teachers Learn and Learners Teach: Enacting Presence in Online Havruta Text Study

Mindy M. Gold, Miriam Raider-Roth, Elie Holzer

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


In the wake of COVID, the Mandel Teacher Educator Institute (MTEI) faced essential pedagogical challenges in creating learner-centered, relational, and inquiry-based Jewish text study in an online synchronous space. In fall 2020, we offered an online adaptation of a line-by-line method for text study to understand the way this pedagogy invites enactments of teaching, social, and cognitive presences. This study uses qualitative methodologies to understand the learners’ experiences. Implications from this study can help us understand how activating presence in online spaces can bring rich, connected Jewish learning experiences into spaces often perceived to be flat and disconnected.

Original languageEnglish
Pages (from-to)332-364
Number of pages33
JournalJournal of Jewish Education
Issue number4
StatePublished - 2021

Bibliographical note

Publisher Copyright:
© 2022 Network for Research in Jewish Education.


  • Community of Inquiry, educational technology
  • Havruta text study
  • online learning
  • professional development


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