“…it doesn’t matter what we cover, it matters what you discover.”

(Victor Weisskopf, MIT Physics Prof.)


This quote reflects my research work, epistemology, and pedagogical philosophy. My goal as an educator is to use updated instructional strategies enabling my students to pursue paths of lifelong learning. To achieve this goal, my research work is aimed at comprehensively developing models for the designing, implementing and assessing constructivist learning environments in the era of information.

dorit photo1.jpg

Prof. Dorit Alt


Education and Community Department

School of Social Sciences and Humanities

Kinneret College on the Sea of Galilee, Israel







Bachelor's Degree

The College of Management, Israel

School of Communication 



Master's Degree

The Open University, Israel.

Interdisciplinary democracy studies


Doctoral Degree

Bar Ilan University

School of Education


2018 [Hebrew]

Please reload

Articles in Refereed Journals


Alt, D. (2021). Who benefits from digital badges? Motivational precursors of digital badge usages in higher education. Current Psychology. DOI: https://doi.org/10.1007/s12144-021-02002-0


Alt, D., & Naamati-Schneider, L. (2021). Health management students’ self-regulation and digital concept mapping in online learning environments. BMC Medical Education.


Alt, D., & Raichel, N. (2020). Problem-based learning, self- and peer assessment in higher education: towards advancing lifelong learning skills. Research Papers in Education


Alt, D., & Raichel, N. (2020). Gamified learning in higher education: Challenges and opportunities: A case study. Dapim – Journal of Theory and Research in Education, 72, 55 - 77. (Hebrew)


Alt, D., & Raichel, N. (2020). Higher education students’ perceptions of and attitudes towards peer assessment in multicultural classrooms. Asia-Pacific Education Researcher. DOI: 10.1007/s40299-020-00507-z


Alt, D., & Raichel, N. (2020). Enhancing perceived digital literacy skills and creative self-concept through gamified learning environments: Insights from a longitudinal study. International Journal of Educational Research. DOI: https://doi.org/10.1016/j.ijer.2020.101561


Alt, D., & Raichel, N. (2020). Reflective journaling and metacognitive awareness: insights from a longitudinal study in higher education, Reflective Practice. DOI: https://doi.org/10.1080/14623943.2020.1716708


Alt, D., & Raichel, N. (in press). Game-based learning in higher education: Challenges and opportunities: A case study. Dapim – Journal of Theory and Research in Education. (Hebrew)


Alt, D., Alt, N., & Hadar-Frumer, M. (2019). Measuring Halliwick foundation course students' perceptions of case-based learning, assessment, and transfer of learning. Learning Environments Research. DOI: https://doi.org/10.1007/s1098


Alt, D., & Boniel-Nissim, M. (2018). Using multidimensional scaling and PLS-SEM to assess the relationships between personality traits, problematic Internet use, and fear of missing out. Behaviour & Information Technology, 37(12), 1264-1276.


Alt, D. (2018). Science teachers' conception of teaching, attitude towards testing and their use of contemporary educational activities and assessment tasks. Journal of Science Teacher Education. DOI: 10.1080/1046560X.2018.1485398


Alt, D., & Itzkovich, Y. (2018). The connection between perceived constructivist learning environments and faculty uncivil authoritarian behaviors. Higher Education. DOI: 10.1007/s10734-018-0281-y


Alt, D., & Boniel-Nissim, M. (2018). Parent-Adolescent Communication and Problematic Internet Use: The Mediating Role of Fear of Missing Out (FoMO). Journal of Family Issues. https://doi.org/10.1177/0192513X18783493


Alt, D., & Boniel-Nissim, M. (2018). Links between adolescents' deep and surface learning approaches, problematic Internet use, and Fear of Missing Out (FoMO). Internet Interventions. https://doi.org/10.1016/j.invent.2018.05.002


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.


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.


Alt, D. (2018). 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.


Alt, D., & Itzkovich, Y. (2017). Cross-validation of the reactions to faculty incivility measurement through a multidimensional scaling approach. Journal of Academic Ethics.


Alt, D. (2017). College students' perceived learning environment and their social media engagement in activities unrelated to class work.  Instructional Science.


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. .


Alt, D. (2017). Constructivist learning and openness to diversity and challenge in higher education environments. Learning Environments Research, 20, 99–119.


Alt, D. (2016). Contemporary constructivist practices in higher education settings and academic motivational factors. Australian Journal of Adult Learning, 56(3), 374 - 399.  


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.  


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)


Alt, D., & Itzkovich, Y. (2016). Adjustment to college and perceptions of faculty incivility. Current Psychology. DOI 10.1007/s12144-015-9334-x


Alt, D. (2016). 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.


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)


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.


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.


Alt, D. (2015). College students' academic motivation, media engagement and fear of missing out. Computers in Human Behavior, 49, 111–119.​


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.


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.


Alt. D. (2014). The contribution of constructive learning environment on democratic processes involvement. Megamot: Journal of Behavioral Science, 49(4), 775 – 795. (Hebrew)


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.


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.


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


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.


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.


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)


Alt, D., & Geiger, B. (2012). Goal orientations and tendency to neutralize academic cheating: An ecological perspective. Psychological Studies, 57(4), 404–416.

Please reload

Chapters in Books


Itzkovich, Y., & Alt, D. (2018). The dark side of teachers' behavior and its impact on students' reactions: A comprehensive framework to assess college students' reactions to faculty incivility. In A. Weinberger (Ed.), Professionals ethos and education for responsibility (127 – 136). Rotterdam: Sense.


​Alt, D. (2012). Constructivist learning environment and political-democratic participation among adolescents. In D. Alt & R. Reingold (Eds.), Changes in teachers’ moral role. From passive observers to moral and democratic leaders (pp. 121-131). Rotterdam: Sense.


Alt, D., & Reingold, R. (2012). Current changes in teacher's role definition: From passive observer to moral and democratic leader. In D. Alt & R. Reingold (Eds.), Changes in teachers’ moral role. From passive observers to moral and democratic leaders (pp. 1-11). Rotterdam: Sense.


Alt, D., Maslovaty, N., & Cohen, A. (2010). The relationship between media literacy studies and democratic and moral orientations among Israeli adolescents. In C. Klaassen & N. Maslovaty (Eds.), Moral courage and the normative professionalism of teachers (pp. 71-90). Rotterdam: Sense.


Alt, D., Maslovaty, N., & Cohen, A. (2010). The effect of personal background on civic concepts, attitudes and activities among high school students. In C. Klaassen & N. Maslovaty (Eds.), Moral courage and the normative professionalism of teachers (pp. 175-198). Rotterdam: Sense.


Alt, D., Cohen, A., & Maslovaty, N. (2009). The dimensionality of right-wing authoritarianism structured through structural equation modeling and smallest space analysis. In D. Elizur & E. Yaniv (Eds.), Theory construction and multivariate analysis: Applications of Facet Theory approach (pp. 279-290). Israel: FTA publications.

Please reload


Assessment Tools for new learning environments in higher education institutions  / ASSET 2017 - 2020


Curriculum reform programs have been central to European Commission’s TEMPUS and ERASMUS programs aimed at modernizing and developing higher education in partner countries.  

While over the years, hundreds of curriculum reform programs have been developed which included new innovative teaching and learning methodology integrated into the modules, course assessment methodology of these innovative pedagogies have lagged behind.  Based on the report to the EC on “improving the quality of teaching and learning in Europe’s HEIs” (2013) this is a common challenge for many countries. According to this report, European collaboration enhances the chances of finding effective solutions. Consensus also exists on the need for development of assessment formats that take into consideration not only factual knowledge but farther reaching competencies such as analytical capacity, critical thinking, communication and team working, and intercultural skills. 

Following this trend, the Council of Higher Education (CHE) in Israel has emphasized the importance of striving for excellence in teaching and developing innovative assessment tools a priority.  The Council has stressed focusing attention on congruency between three elements: teaching, learning, and assessment – as essential elements for achieving educational goals (The Israeli National Authority for Measurement and Evaluation in Education, 2015).

Since 2005, after joining the Bologna process and after adopting the Law on HE in Georgia, Georgian HEIs have started the process of harmonizing with the European educational system aimed primarily at reorganizing the existing educational system according to the principles of learner oriented learning/teaching and LLL. In line with the Qualifications Framework of the European Higher Education Area  (Dublin Descriptors), a three-cycle model of Higher Education and European Credit Transfer System (ECTS) was implemented in Georgian HEIs. Nevertheless, many of the programs do not align course assessments to the expected learning outcomes that should be obtained as summative assessment exert still great influence in the evaluation process. It should be noted that in today’s educational circumstances it is crucial to support students’ learning by means of FA along with Summative Assessment (SA), as the learning to learn is one of the key competencies of LLL.  Moreover, both in IL and in GE, essential tenet is needed in student-centered learning environments where EU funded projects have pointed to a growing need to deepen the knowledge of faculty regarding the optimal design and implementation of course assessment in general and FA in particular.

Attention will be paid to providing guidance and best practices for assessing the new teaching and learning environments in ways which focus not only on the final outcome (SA) but also on formative types of assessment as a tool for teachers and learners to understand what needs to be improved, which skills need to be developed and what cognitive, affective, and behavioral areas are to be fostered and how to tackle different individual approaches to learning by students.

The ASSET consortium provides the knowledge and pedagogical expertise aimed at developing and piloting creative and innovative assessment tools and methods adapted to the learning environments in use, and improving the effectiveness of teaching and learning within the IL and GE HE system, thus, bridging the gap between current educational goals and outcomes of teaching and learning, and assessment processes for the 21st century. With relation to teaching, the proposed ASSET project will increase the awareness of IL and GE faculty to FA and the quality and relevance of their innovative teaching. It will develop their skills in planning, preparing and integrating FA tools in New Learning Environments (NLEs) including ICT-based virtual environments already implemented in their institutes, by organizing training workshops for professional development, providing an ongoing support to further the sustainability of FA implementation, and disseminate the set of course assessment tools (CATs) and methods among other HEIs.

The development of CATs will allow partner HEIs evaluating students' ability to use their knowledge, insights, and skills, acquired during the learning process to solve problems in everyday life, both in personal and social levels. Moreover,  ASSET proposal is of relevance to the labour market and certainly offers flexibility when taking into account issues of lifelong learning, non-traditional learning, and other forms of nonformal educational experiences (Council of Europe, 2003), in contrast to the SA approach. The project will raise the quality and relevance of the teaching/learning experience and thus education at large, in line with the main student-centered approach that lies at the core of the Bologna process.

Assessment Tools for new learning environments in higher education institutions   ASSET 2017 - 2020

Coordinator: Prof. Dorit Alt

Kinneret Academic College


asset LOGO.jpg




  1. Kinneret Academic College

  2. Hadassah Academic College

  3. Gordon Academic College

  4. The College of Sakhnin for Teacher Education

  5. Sokhumi State University

  6. Ilia State University

  7. Tbilisi State University

  8. Otto-Friedrich-Universitaet Bamberg

  9. Private Pädagogische Hochschule der Diözese Linz

  10. School of Digital Technologies, Tallinn University

  11. University College of Cork

  12. National Center for Teacher Professional Development

  13. Samtskhe-Javakheti State University

Lifelong Learning in Applied Fields (LLAF) 2013 - 2016

Educational practice is continually subjected to renewal needs, due mainly to the growing proportion of information communication technology, globalization of education, and the pursuit of quality. These types of renewal needs require developing updated instructional practices that put a premium on adaptability to the emerging requirements of present society, such as cooperation skills, and the ability to critically select, acquire and use knowledge. 

However, the Israeli university instruction is criticized for not coping with these new challenges, while continuing to exemplify the traditional instruction, based on objectivist philosophical assumptions. In order to overcome this critical inadequacy between current educational goals and instructional methods, the LLAF consortium (including 16 members from 8 countries) is collaborating to create a curricular reform for lifelong learning (LLL) in teachers' education, health care and other applied fields. This project 2013 - 2016 achieved its objectives by developing and piloting models for training students in LLL and promoting meaningful learning activities in teachers' education that could integrate knowledge with the personal transferable skills.


Initiated by the late Louis E. Guttman, Facet Theory (FT) has been developed as a comprehensive research strategy for the social and behavioral sciences. FT integrates formal design of empirical observations, with intrinsic data analysis procedures, such as the Guttman Scale, Multiple Scaling by Partial-Order Scalogram Analysis, Smallest Space Analysis and Multidimensional Scaling, for the discovery of lawfulness and scientific measurement in complex systems. Learn more...

Two new books Co-authored with Prof. Nirit Raichel 
(Comming up soon)

Education systems worldwide are coping with the need to adjust to the changing era, which is perceived as a new world picture – a world with a new human agenda, whose key features of human, individual and social existence are different from those of previous generations, and are characterized by instability and the creation of new social phenomena and frameworks. To meet those needs, in recent decades, important European organizations have set as their goal to offer policymakers, by means of research and studies on various disciplines including education, guidance and instructions that can help to design educational policy and practices that provide answers to coping with 21st-century challenges on a wide variety of issues such as globalization, the knowledge society, social cohesion, inclusion and exclusion, gender equality and democratic participation.