The induction program in Israel has been practiced at teacher training institutions since 2000. According to this program, the novice teachers transition into the induction phase, in which they experience at least a one-third position teaching in schools, where the teaching work is supervised by a mentor teacher at the school as well as attending a professional support workshop at the university (Ministry of Education, the Department for Training Teaching Professionals 1999). the induction workshop assists in the integration between the experience in the field and the theoretical aspects of the profession. It also provides personal and professional empowerment (Zilbershtrum, 2011). At the end of the induction phase the trainees are awarded a license to practice the teaching profession in addition to an academic degree and a teacher’s certificate.

 Online induction has certain advantages, among them the flexibility and availability this medium enables, interaction time and length of correspondence, as well as the relative anonymity of the participants, which shields them against deep exposure. Additionally, a student who has difficulty with optimally expressing himself orally, or who is not dominant in the classroom, may find it advantageous to transact his interaction through written Internet media, enabling him to voice his opinion without having a different student dominate the discussion. A further advantage is the opportunity for reflective process learning and critical thinking. Thus in effect a new corpus of knowledge is created, shared and accessible to all the trainees in the group. Among the online method’s drawbacks one can include technophobia, the need to master technical skills, and the lack of flexibility, immediacy and spontaneity characteristic of face-to-face teaching (Seifert, 2004). Another disadvantage is the the writing process assumes, which is an impediment to those not fluent in their writing. Another difficulty is the absence of visual communication, as in non-verbal gestures, smiles or tone of voice when a question is being asked as to whether a smiley can replace a smile, a warm, understanding glance and actual contact (Davidson 2012, , Pieterse and Peled, 2014). Moreover, online learning requires discipline, self-motivation and better planning of time. It also includes the absence of a social framework and a sense of isolation, making it more difficult to adjust to this learning method (Seifert, 2004; Davidson, 2012).

An investigation of the role of the facilitator indicates that he plays important role in the success of the workshop. In an online environment, the role of the facilitator assumes an additional aspect related to overcome technological-emotional obstacles.

In view of the above, the current research seeks to examine the pedagogic, emotional, and practical contribution of the online workshop when compared with its related workshops, in the eyes of the trainees. In view of the fact that the first year of work is emphasized in the research as the most influential year in the professional development of the teachers and in their continuation in the teaching profession the results of the research make a theoretical and practical contribution to the process of training for teaching.

Accordingly, the research questions have been defined as:

1. are there differences in the trainees’ perception of the goals of the workshop and of the role of the facilitator for this kind of workshop?
2. are there differences in the trainees’ perception of the pedagogic, emotional, and practical contribution of the workshop and its contribution toward their integration within the school, and to their perception of their professional efficacy depending on the type of workshop?
3. are there differences in the attitudes of the trainees toward participation in an online workshop, relative to the type of workshop?

Birenbaum, M. (2004). Advantages and disadvantages of discussion and learning in an online forum. (In Hebrew) In: Science and technology portal, Ministry of Education, Science and technology administration. Davidson, R. (2012). Social and emotional aspects of online learning environments. (In Hebrew) In: A. Glasner (editor). The "Arrow Head” and the “Warm Hand”: Narratives Concerning ICT and Teacher Education, Tamah Press and the MOFET Institute, pp. 37-72. (In Hebrew) Dar, A. and Cohen, A. (2007). The contribution of the online component to the induction workshop. Research report. (In Hebrew) The Research and Assessment Authority, Kibbutzim College of Education, Technology and the Arts: Tel Aviv Chen, D. and Kurtz, G. (editors). (2011). Online Technology, Learning and Teaching. (In Hebrew) The Center for Academic Studies. Or Yehuda. Pieterse, A. and Peled, Y. (2014). “A Chaperone”: Twitter for Professional Guidance, Social Support, and Personal Empowerment in Online Workshops. (In Hebrew) In: The Chais Conference on Learning Technology Research: The Learner in the Age of Technology, Open University and SHOHAM, pp. 159-168. Bartlet , L. &J.S. Johnson. (2010). The evolution of new teacher induction policy. Educational Policy 24 (6) pp 847-870 Bonk, C.J. (2009). The world is open: how web technology is revolutionizing education. San Francisco: jossey-bass. Palfrey, J. & Gasser, U. (2008). Born Digital. New York, ny: basic books. Smith, T. & Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning teachers' turnover? American Educational Research Journal, 41 (3), pp. 681-714.