Refereed papers in professional journals
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
Asakle S. & Barak, M. (2019). AugmentedWorld: A Location-based question generating platform as a means of promoting 21st century skills. In E. Emmanuel (Ed), Deeper Learning, Dialogic Learning, and Critical Thinking: Research-Based Strategies for the Classroom. London: Routledge.
Barak, M. & Usher, M. (2019) Innovation in a MOOC: Project-Based Learning in the International Context. In J. J. Mintzes & E. M. Walter (Eds.) Active Learning in College Science: The Case for Evidence Based Practice. Berlin: Springer Nature.
Barak, M. & Watted A. (2018). Project-based MOOC – enhancing knowledge construction and motivation to learn. In I. Levin, & D. Tsybulsky (Eds), Digital Tools and Solutions for Inquiry-Based STEM Learning. Hershey, PA: IGI Global, pp. 282-307. DOI: 10.4018/978-1-5225-2525-7.ch011
Barak, M. (2017). Reflective drawings as means to depict the roles of ICT in science and engineering learning in the 21st century. In P. Katz (Ed), Drawing for Science Education: An International Perspective. The Netherlands: Sense Publishers, pp. 31-40. ISBN: 978-94-6300-874-7
Barak, M. (2013). Making the unseen seen: Integrating 3D molecular visualizations in elementary, high school, and higher education. In J. Suits and M. Sanger (Eds), Pedagogic roles of animations and simulations in chemistry courses. Washington, DC: ACS Books Pub. pp. 273–291. DOI: 10.1021/bk-2013-1142.ch011
Rafaeli, S., Dan-Gur, Y., & Barak, M. (2008). Social recommender systems: Recommendations in support of e-learning. In T. Lawrence (Ed.), Online and distance learning: Concepts, methodologies, tools, and applications. NY: Information Science Reference, pp. 2435-2451.
Barak, M. (2006). Technology-enriched learning environments in university chemistry. J. J. Mintzes & W. H. Leonard (Eds.), Handbook of college science teaching. Arlington: National Science Teachers Association (NSTA) Publishing, pp. 215-222.
Refereed papers in national journals in Hebrew
Asakle, S. & Barak, M. (2019). The development of location-based multimedia questions for the promotion of scientific understanding. MorTech Magazine, 14, 23-34.
Usher, M., & Barak, M. (2018). Peer feedback in a project-based learning environment: Developing feedback comments at a high level of thinking. MorTech Magazine, 13, 53-59.
Asakle, S. & Barak, M. (2017). AugmentedWorld: A collaborative platform for the creation of location-based multimedia questions. MorTech Magazine, 12, 10-16.
Barak, M., Watted A., Segeve M., & Haick H. (2014). Issues related to the development of a MOOC: challenges and opportunities. Teaching in the Academia, 14, 36-39.
Barak, M., Nissim Y., & Ben-Zvi. (2012). Teachers’ perceptions about their roles and their teaching strategies in ICT-integrated lessons. Dapim, 54, 193-216.
Barak, M., & Rafaeli, S. (2008). Questions developed by students and peer assessment via an online system for knowledge sharing. Al Hagova, 7, 25-28.
Barak, M., Dori, Y.J., & Hussein-Farraj, R. (2007). Biochemistry: The chemistry of proteins and nucleic acids. Al-Chemistry, 11, 32-34.
Barak, M. (2005). Studio-based instruction and the use of wireless laptops. Al Hagova, 4, 50-53