| Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking B Miri, BC David, Z Uri Research in science education 37 (4), 353-369, 2007 | 1046 | 2007 |
| Motivation to learn in massive open online courses: Examining aspects of language and social engagement M Barak, A Watted, H Haick Computers & Education 94, 49-60, 2016 | 546 | 2016 |
| Enhancing undergraduate students' chemistry understanding through project-based learning in an IT environment M Barak, YJ Dori Science Education 89 (1), 117-139, 2005 | 470 | 2005 |
| Wireless laptops as means for promoting active learning in large lecture halls M Barak, A Lipson, S Lerman Journal of research on Technology in Education 38 (3), 245-263, 2006 | 431 | 2006 |
| Science teacher education in the twenty-first century: A pedagogical framework for technology-integrated social constructivism M Barak Research in Science Education 47, 283-303, 2017 | 335 | 2017 |
| On-line question-posing and peer-assessment as means for web-based knowledge sharing in learning M Barak, S Rafaeli International Journal of Human-Computer Studies 61 (1), 84-103, 2004 | 305 | 2004 |
| Learning science via animated movies: Its effect on students’ thinking and motivation M Barak, T Ashkar, YJ Dori Computers & Education 56 (3), 839-846, 2011 | 304 | 2011 |
| Virtual and physical molecular modeling: Fostering model perception and spatial understanding YJ Dori, M Barak Journal of Educational Technology & Society 4 (1), 61-74, 2001 | 297 | 2001 |
| Enhancing higher order thinking skills among inservice science teachers via embedded assessment M Barak, YJ Dori Journal of Science Teacher Education 20 (5), 459-474, 2009 | 243 | 2009 |
| Transition from traditional to ICT-enhanced learning environments in undergraduate chemistry courses M Barak Computers & Education 48 (1), 30-43, 2007 | 206 | 2007 |
| Motivating factors of MOOC completers: Comparing between university-affiliated students and general participants A Watted, M Barak The Internet and Higher Education 37, 11-20, 2018 | 200 | 2018 |
| Are digital natives open to change? Examining flexible thinking and resistance to change M Barak Computers & Education 121, 115-123, 2018 | 176 | 2018 |
| Students’ preferences and views about learning in a MOOC W Abeer, B Miri Procedia-Social and Behavioral Sciences 152, 318-323, 2014 | 171 | 2014 |
| QSIA–a Web-based environment for learning, assessing and knowledge sharing in communities S Rafaeli, M Barak, Y Dan-Gur, E Toch Computers & Education 43 (3), 273-289, 2004 | 170 | 2004 |
| A Web-based chemistry course as a means to foster freshmen learning YJ Dori, M Barak, N Adir Journal of Chemical Education 80 (9), 1084, 2003 | 157 | 2003 |
| Flexible thinking in learning: An individual differences measure for learning in technology-enhanced environments M Barak, A Levenberg Computers & Education 99, 39-52, 2016 | 138 | 2016 |
| On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings M Barak, R Hussein-Farraj, YJ Dori International Journal of Educational Technology in Higher Education 13 (1), 1-18, 2016 | 132 | 2016 |
| Closing the gap between attitudes and perceptions about ICT-enhanced learning among pre-service STEM teachers M Barak Journal of Science Education and Technology 23, 1-14, 2014 | 118 | 2014 |
| Wandering: A Web-based platform for the creation of location-based interactive learning objects M Barak, S Ziv Computers & Education 62, 159-170, 2013 | 118 | 2013 |
| Science education in primary schools: is an animation worth a thousand pictures? M Barak, YJ Dori Journal of Science Education and Technology 20, 608-620, 2011 | 115 | 2011 |
Yehudit Judy DoriTechnionVerified email at technion.ac.il
