Abstract:

The spread of Covid-19 disrupted both business and private life. Systems had to adapt to constraints and needs they were unaware of before. Similarly to other academic institutions worldwide, Israeli institutions also faced the challenge of finding teaching solutions. However, once the period came to an end, higher education aimed to return to face-to-face learning instead of distance learning.
The purpose of this article is to present a novel option that considers both. A combination of technological advances made as a result of the epidemic and traditional classroom learning. This goal can be achieved by two main trends:
(1) The student's willingness to take distance education,
(2) Disrupting the link between learning and the physical campus.

This article offers a case study for colleges that have similar basic conditions. An institution that is trying to return to the pre-Covid learning model. A budgeted academic institution benefits from government and public funding. Furthermore, it provides additional perspectives for researchers conducting meta-analyses of COVID's impact on higher education.

The methodology is based on observations made by the author from his teaching and lecturing online. In addition, the author has experience as a department head and faculty member at Ono Academic College in Israel.
The paper analyzes four areas: curriculum, faculty, classroom design, and economic models. A number of suggestions are presented in the results regarding how to improve the current situation. Practical strategies and a fresh perspective on how to leverage the resources invested in distance learning and the resulting change in consciousness. Using these strategies, it is possible to make substantial improvements in academic institutions while preserving the benefits of study adjustments made during the epidemic.

1. Curriculums can incorporate more distance learning and involve peripheral populations; increase humanities students and shift to a more flexible approach.
2. During the epidemic, the teaching staff received basic technological training. Colleges should offer these trainings again and expand them. It must include: Technology literacy and collaborative and interactive teaching methods. Teaching will be able to be adapted to the needs of the Z generation with the development of professional abilities and pedagogical skills.
3. Modular learning spaces enable a flexible organization of the classroom. Mobile learning boards, collaborative monitors, group seating options, etc. As well as traditional classrooms and remote students participating. The space should add value and make it more appealing for students to come.
4. Budgeting model for budgeted institutions. Due to the lower number of people using the campus, less maintenance is required (cleaning, electricity, water). This is an opportunity to revise the economic model. Support from the government can be conditional on initiatives that expand the current total of beneficiaries. Such as, using off-campus classrooms in remote locations or converting empty campus classrooms into startup labs and workspaces.

Keywords:

Covid-19, Distance Learning, e-learning, Virtual Campus, Higher Education, Technology.