Refereed papers in professional journals
Barak, M. & Yuan, S. (2021). A cultural perspective to project-based learning and the cultivation of innovative thinking. Thinking Skills and Creativity, 39, 100766 DOI:10.1016/j.tsc.2020.100766.
Barak, M. & Green (2021). Applying a social constructivist approach to an online course in ethics of research. Science and Engineering Ethics, 27(8), 1-24. DOI:10.1007/s11948-021-00280-2
Morad, S., Ragonis, N., & Barak, M. (2021). An integrative conceptual model of innovation and innovative thinking based on a synthesis of a literature review. Thinking Skills and Creativity, 40, DOI: 10.1016/j.tsc.2021.100824
Barak, M. & Usher, M. (2021). The innovation level of engineering students’ team projects in hybrid and MOOC environments. European Journal of Engineering Education,
Usher, M., Barak, M. & Haick, H. (2021). Online vs. on-campus engineering education: examining students’ perceived innovative thinking and actual innovation. Thinking skills and Creativity, 42, 100965, DOI:10.1016/j.tsc.2021.100965
Morad, S., Ragonis, N., & Barak, M. (2021). The validity and reliability of a tool for measuring educational innovative thinking skills. Teaching and Teacher Education, 97, DOI:10.1016/j.tate.2020.103193.
Barak, M., Watted, A., & Haick, H. (2020). Establishing the validity and reliability of a modified tool for assessing innovative thinking of engineering students. Assessment and Evaluation in Higher Education 45(2), 212-223.
Usher, M., & Barak, M. (2020). Team diversity as a predictor of innovation in projects of online and face-to-face learners. Computers & Education, 144, DOI:10.1016/j.compedu.2019.103702
Barak, M. & Green (2020). Novice researchers’ expectations and views regarding online ethics education and the design components that may foster ethical practice. Science and Engineering Ethics, 26(3), 1403-1421.
Da’as, R., Watted, A., & Barak, M. (2020). Teacher’s withdrawal behavior: examining the impact of principals’ innovative behavior and climate of organizational learning. International Journal of Educational Management, 34(8), 1339-1355.
Barak, M. & Usher, M. (2019). The innovation profile of nanotechnology team projects of face-to-face and online learners. Computers & Education, 137, 1-11. https://doi.org/10.1016/j.compedu.2019.03.012
Barak, M., Watted, A., & Haick, H. (2019). Establishing the validity and reliability of a modified tool for assessing innovative thinking of engineering students. Assessment and Evaluation in Higher Education, DOI: 10.1080/02602938.2019.1620680
Usher, M., & Barak, M. (2020). Team diversity as a predictor of innovation in projects of online and face-to-face learners. Computers & Education, 144 https://doi.org/10.1016/j.compedu.2019.103702
Watted, A., & Barak, M. (2018). Motivating factors of MOOC completers: Comparing between university-affiliated students and general participants. The Internet and Higher Education, 37, 11-20.
Barak, M. (2018). Are digital natives open to change? Examining flexible thinking and resistance to change. Computers & Education, 121, 115-123. https://doi.org/10.1016/j.compedu.2018.01.016
Usher, M., & Barak, M. (2018). Peer assessment in a project-based engineering course: Comparing between on-campus and online learning environments. Assessment and Evaluation in Higher Education, 43(5), 745-759. https://doi.org/10.1080/02602938.2017.1405238
Barak, M. (2017). Science teacher education in the twenty-first century: A pedagogical framework for technology-integrated social constructivism. Research in Science Education, 47(2), 283-303. DOI: 10.1007/s11165-015-9501-y
Barak, M. (2017). Cloud pedagogy: Utilizing web-based technologies for the promotion of social constructivist learning in science teacher preparation courses. Journal of Science Education and Technology, 26(5), 459-469. DOI: 10.1007/s10956-017-9691-3
Barak, M., Watted, A., & Haick, H. (2016). Motivation to learn in massive open online courses: examining aspects of language and social engagement. Computers & Education, 94, 49-60. DOI:10.1016/j.compedu.2015.11.010
Barak M., & Levenberg A. (2016). Flexible thinking in learning: An individual differences measure for learning in technology-enhanced environments. Computers & Education, 99, 39-52. DOI: 10.1016/j.compedu.2016.04.003
Zoller U., Barak M., & Kortam N. (2016). Science education for sustainability: Can a power point-based workshop induce a related conceptual change in science teachers? Journal of Science Education, 17(2), 65-69.
Barak, M., Hussein-Farraj R., & Dori, Y.J. (2016). On-campus or online: Examining self-regulation and cognitive transfer skills in different learning settings. The International Journal of Educational Technology in Higher Education, 13(1), 1-18. DOI: 10.1186/s41239-016-0035-9
Barak, M. (2014). Closing the gap between attitudes and perceptions about ICT-enhanced learning among pre-service STEM teachers. Journal of Science Education and Technology, 23(1), 1-14. DOI: 10.1007/s10956-013-9446-8
Barak, M., & Hussein-Farraj R. (2013). Integrating model-based learning and animations for enhancing students’ understanding of proteins’ structure and function. Research in Science Education, 43(2), 619-636. DOI: 10.1007/s11165-012-9280-7
Barak, M. (2012). Distance education: Towards an organizational and cultural change in higher education. Journal of Enterprising Communities: People and Places in the Global Economy, 6(2), 124-137. DOI:10.1108/17506201211228930
Barak, M., Kozyrev, S., & Dori, D. (2012). The use of visual semantic web for designing virtual expeditions. International Journal of Learning Technology, 7(3), 297-313. DOI:10.1504/IJLT.2012.049196
Barak, M., & Dori, Y. J. (2011). Science education in primary schools: Is an animation worth a thousand pictures? Journal of Science Education and Technology, 20(5), 608-620. DOI 10.1007/s10956-011-9315-2
Barak, M., Nissim, Y., & Ben-Zvi, D. (2011). Aptness between teaching roles and teaching strategies while integrating ICT into science education. Interdisciplinary Journal of E-Learning and Learning Objects, 7, 305-322.
Barak, M., Ashkar, T., & Dori, Y. J. (2011). Learning science via animated movies: Its effect on students’ thinking and motivation. Computers & Education, 56(3), 839-846. DOI:10.1016/j.compedu.2010.10.025
Barak, M., & Dori, Y. J. (2009). Enhancing higher order thinking skills among in-service science education teachers via embedded assessment. Journal of Science Teacher Education, 20(5), 459-474. DOI 10.1007/s10972-009-9141-z
Barak, M., Herscovitz, O., Kaberman, Z., & Dori, Y. J. (2009). MOSAICA: A Web-2.0 based system for the preservation and presentation of cultural heritage. Computers & Education, 53, 841-852. DOI:10.1016/j.compedu.2009.05.004