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The study was based on Observing Mediational Interactions (OMI), Klein’s method for analyzing mediating interactions between teachers and students (Klein, 1988; Klein, Raziel, Brish, & Birenbaum, 1987; Klein, Weider, & Greenspan, 1987). The aim of this study was to propose a change in the distance learning method and the function of the teachers and to examine a model of a Mediating Teacher in the classroom in addition to the teacher teaching from a distance. The study included two groups of teachers, teachers who received training for mediated teaching and teachers who did not receive such training. The study compared the characteristics of the mediating interaction between teachers and students in high school classes (tenth to twelfth grade) that include asynchronous distance learning, in which a mediating teacher is present in the classroom in addition to an expert teacher who teaches from a distance via videotaped lectures. The findings indicate that teachers who had training for mediated teaching in the classroom in an asynchronous distance learning environment were better mediators than teachers who did not receive such training. The students’ evaluated the mediating teaching was higher, the dialog between teachers and students was longer, and of a higher quality and the students internalized some of the principles of mediating.. INTRODUCTION The aim of the present study was to propose a change in the distance teaching and learning method and a change in the role of the teacher in a distance learning environment through the Mediating Teacher model. The specific aim was to test the role of the mediating teacher in a class that learns via asynchronous distance learning with videotaped lectures of an expert teacher. The theoretical background refers to the theoretical rationale of the Mediating Teacher for teaching and learning in distance learning environments. Based on the Mediated Learning Experience Theory (Feuerstein, Rand, & Hoffman, 1979), it expands on the characteristics of the model, the significance of mediation, and in particular the five components of mediation: intentionality and reciprocity, meaning, transcendence, a feeling of confidence, and regulation of behavior in distance learning and teaching. The research was based on qualitative and quantitative tools and used videos of the interactions between the mediating teacher in the classroom and the students to elucidate the five mediation components. THEORETICAL BACKGROUND The Information Technology (IT) Learning

Model of the Mediating Teacher in Distance Learning Environments: Classes That Combine Asynchronous Distance Learning Via Videotaped Lecture