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Michal Beller

Biographic Data

ID6482952
NAMEMichal Beller
GIVEN NAMESMichal
FAMILY NAMEBeller
SIGNATUREBELLER M
AFFILIATIONSOpen University of Israel
VERIFIEDNo
TOTAL WORKS3
TOTAL CITATIONS9
AUTHOR COUNT3
EDITOR COUNT0
FIRST PUBLICATION YEAR1996
LATEST PUBLICATION YEAR2006
H-INDEX2
  • The Crossroads between Lifelong Learning and Information Technology A Challenge Facing Leading Universities1

    Open Access•Michal Beller, Ehud Or•ARTICLE•Journal of Computer-Mediated…•2006•Cited by: 2

    Universities Won't Survive Source: An Interview with Peter Drucker, Forbes Magazine, March 10, 1997, pp. 126–127. “Thirty years from now, the big university campuses will be relics. Universities won’ t survive ... Do you realize that the cost of higher education has risen as fast as the cost of health care?... Such totally uncontrollable expenditures, without any visible improvement in either the content or the quality of education, means that th…

  • Can Item Format (Multiple Choice vs. Open-Ended) Account for Gender Differences in Mathematics Achievement

    Open Access•Michal Beller, Naomi Gafni•ARTICLE•Sex Roles•2000•Cited by: 7•References: 2

  • Comparing the Utility of Two Procedures for Admitting Students to Liberal Arts

    Open Access•Gershon Ben-Shakhar, Gershon Ben‐shakhar et al.•ARTICLE•Educational and Psychological…•1996

    The present study applied a threshold utility model to assess the utility of adding a scholastic aptitude test to a selection system, based on achievement tests, designed to screen applicants for university studies in liberal arts. The threshold model was chosen because admitting students to liberal arts is characterized by an undefined quota. The present analysis avoided the exact estimation of the decision-maker's utility function and estimated…

  • Can Item Format (Multiple Choice vs. Open-Ended) Account for Gender Differences in Mathematics Achievement

    Open Access•Michal Beller, Naomi Gafni•ARTICLE•Sex Roles•2000•Cited by: 7•References: 2

  • The Crossroads between Lifelong Learning and Information Technology A Challenge Facing Leading Universities1

    Open Access•Michal Beller, Ehud Or•ARTICLE•Journal of Computer-Mediated…•2006•Cited by: 2

    Universities Won't Survive Source: An Interview with Peter Drucker, Forbes Magazine, March 10, 1997, pp. 126–127. “Thirty years from now, the big university campuses will be relics. Universities won’ t survive ... Do you realize that the cost of higher education has risen as fast as the cost of health care?... Such totally uncontrollable expenditures, without any visible improvement in either the content or the quality of education, means that th…

  • Comparing the Utility of Two Procedures for Admitting Students to Liberal Arts

    Open Access•Gershon Ben-Shakhar, Gershon Ben‐shakhar et al.•ARTICLE•Educational and Psychological…•1996

    The present study applied a threshold utility model to assess the utility of adding a scholastic aptitude test to a selection system, based on achievement tests, designed to screen applicants for university studies in liberal arts. The threshold model was chosen because admitting students to liberal arts is characterized by an undefined quota. The present analysis avoided the exact estimation of the decision-maker's utility function and estimated…

  • Can Item Format (Multiple Choice vs. Open-Ended) Account for Gender Differences in Mathematics Achievement

    Open Access•Michal Beller, Naomi Gafni•ARTICLE•Sex Roles•2000•Cited by: 7•References: 2

  • The Crossroads between Lifelong Learning and Information Technology A Challenge Facing Leading Universities1

    Open Access•Michal Beller, Ehud Or•ARTICLE•Journal of Computer-Mediated…•2006•Cited by: 2

    Universities Won't Survive Source: An Interview with Peter Drucker, Forbes Magazine, March 10, 1997, pp. 126–127. “Thirty years from now, the big university campuses will be relics. Universities won’ t survive ... Do you realize that the cost of higher education has risen as fast as the cost of health care?... Such totally uncontrollable expenditures, without any visible improvement in either the content or the quality of education, means that th…

Psychology (3 works) · Higher education (2 works) · Actuarial science (1 work) · Aptitude (1 work) · Asynchronous learning (1 work) · Business (1 work) · Cognitive Abilities and Testing (1 work) · Cognitive and developmental aspects of mathematical skills (1 work) · Computer Science (1 work) · Cooperative learning (1 work)

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