קתדרת אונסקו לטכנולוגיה, אינטרנציונליזציה וחינוך

Internationalization and Technology

Holstein, S., & Cohen, A. (2025). Scratch teachers’ perceptions of teaching computational thinking with school subjects in a constructionist approach. Thinking skills and creativity, 56, 101772. https://doi.org/10.1016/j.tsc.2025.101772

Cohen, G., & Cohen, A. (2024). Mapping educators' insights of student problem-solving difficulties while implementing video-assisted self-regulated learning training in classrooms. European Journal of Open, Distance and E-Learning (EURODL), 26(1), 72-86. Invited – one of the best papers of EDEN conference 2023. DOI: 10.2478/eurodl-2024-0005  

Soffer, T., & Cohen, A. (2024). Privacy versus pedagogy – students’ perceptions of using learning analytics in higher education. Australasian Journal of Educational Technology, 40(5), 14–30. https://doi.org/10.14742/ajet.9130

Evenstein Sigalov, S., Cohen, A. & Nachmias, R. (2024). Transforming higher education: a decade of integrating wikipedia and wikidata for literacy enhancement and social impact. Journal of Computers in Education. https://doi.org/10.1007/s40692-024-00334-x 

Assi, A., & Cohen, A. (2023). Context-based learning in flipped middle school chemistry class, International Journal of Science Education, 46(6), 570–589. doi: https://doi.org/10.1080/09500693.2023.2250067

Levy, B., Hreshkovitz, A., Tabach, M., Cohen, A., Segal, A., & Gal, K. (2023). Personalization in Graphically Rich E-Learning Environments for K-6 Mathematics. IEEE Transactions on Learning Technologies, 16(3), 364-376. doi: https://doi.org/10.1109/TLT.2023.3263520 

Cohen, G., & Cohen, A. (2023) ZOOM IN: Open Educational Resources for informal learning in the era of COVID-19 and beyond. Australasian Journal of Educational Technology, 39(1), 39-55. doi: https://doi.org/10.14742/ajet.8044

Baruth, O., & Cohen, A. (2023). Personality and satisfaction with online courses: The relation between the Big Five personality traits and satisfaction with online learning activities, Education and Information Technology, 28, 879-904. doi: https://doi.org/10.1007/s10639-022-11199-x

Cohen, A., Soffer, T., Henderson, M. (2022). Students’ use of technology and their perceptions of its usefulness in higher education: international comparison. Journal of Computer Assisted Learning, 38(5), 1321-1331. doi: https://doi.org/10.1111/jcal.12678

Hershkovitz, A., Tabach, M., & Cohen, A. (2022). Online activity and achievements in elementary school mathematics: A large scale exploration. The Journal of Educational Computing Research, 60(1) 258–278. doi: https://doi.org/10.1177/07356331211027822

Baruth, O., Gabbay, H., Cohen, A., Bronshtein, A., & Ezra, O. (2021). Students' perceptions regarding distance learning during the coronavirus outbreak and differences in attitudes between first-year and more advanced students. Journal of Computer assisted Learning (JCAL), 37(6), 1666-1681. doi: https://doi.org/10.1111/jcal.12612

Ezra, O., Cohen, A., Bronshtein, A., Gabbay, H., & Baruth, O. (2021). Equity factors during the COVID-19 pandemic: Difficulties in Emergency Remote Teaching (ERT) through online learning, Education and Information Technologies, 26(6), 7657-7681. doi: https://doi.org/10.1007/s10639-021-10632-x

Cohen, A., Ezra, O., Hershkovitz, A., Tzayada, O., Tabach, M., Levy, B., Segal, A., & Gal, K. (2021). Personalizing mathematical content in computerized educational games: Human teacher versus machine-based considerations. Educational Technology Research and Development, 69(3), 1505–1528. doi: https://doi.org/10.1007/s11423-021-10002-x 

Cohen, A., Toft Nørgård, R., & Mor, Y. (2020). Hybrid Learning Spaces - Design, Data, Didactics. British Journal of Educational Technology, 51(4), 1039-1044. doi: https://doi.org/10.1111/bjet.12964 

Ezra, O. & Cohen, A. (2020). How Teachers Can Guide Students towards the Increasing Use of Contextualised MALL in Target and Non-Target Countries: The Case of L2 Chinese Adult Students.  Australasian Journal of Educational Technology, 36(2), 137-154. doi: https://doi.org/10.14742/ajet.5015

Ettinger, K. & Cohen, A. (2020). Patterns of Multitasking Behaviours of Adolescents in Digital Environments. Education and Information Technologies, 25(1), 623-645. doi: https://doi.org/10.1007/s10639-019-09982-4

Soffer, T., & Cohen, A. (2019). Students' engagement characteristics predict success and completion of online courses. Journal of Computer Assisted Learning, 35(3), 378-389. doi: https://doi.org/10.1111/jcal.12340   

Cohen, A., Shimony, U., *Nachmias, R., & Soffer, T.  (2019). Active learners' characterization in MOOC forums and their generated knowledge. British Journal of Educational Technology.50(1), 177-198. doi: https://doi.org/10.1111/bjet.12670

Ezra, O. & Cohen, A. (2018). Contextualised MALL: L2 Chinese Students in Target and Non-Target Country. Computers and Education, 125, 158-174. Advance online publication. doi: https://doi.org/10.1016/j.compedu.2018.06.011

Cohen, A., & Ezra, O. (2018). Development of a contextualised MALL research framework based on L2 Chinese empirical study. Computer Assisted Language Learning, 31(7), 764-789. doi:10.1080/09588221.2018.1449756 

Cohen, A., & Holstein, S. (2018). Analyzing successful massive open online courses using the Community of Inquiry model as perceived by students. Journal of Computer Assisted Learning, 34(5), 544–556. doi:10.1111/jcal.12259

Cohen, A. (2017). Analysis of student activity in web-supported courses as a tool for predicting dropout. Educational Technology Research and Development, 65(5), 1285-1304. doi:https://doi.org/10.1007/s11423-017-9524-3

Dvir, Y., & Yemini, M. (2017). Mobility as a continuum: European commission mobility policies for schools and higher education. Journal of Education Policy, 32(2), 198-210.

Miri Yemini. 2016. Internationalization and Global Citizenship: Policy and Practice in Education. Springer.

Miri Yemini. 2015. Localism, Cosmopolitanism and Internationalization in Education. (Hebrew). Jerusalem: Magnes. 

Internationalization in Schools

Goren, H., & Yemini, M. (2016). Global citizenship education in context: Teacher perceptions at an international school and a local Israeli school. Compare: A Journal of Comparative and International Education, 46(5), 832-853.

Goren, H., & Yemini, M. (2017). Obstacles and opportunities for global citizenship education under intractable conflict: the case of Israel. Compare: A Journal of Comparative and International Education, 1-17.

Goren, H., & Yemini, M. (2017). Citizenship education redefined–A systematic review of empirical studies on global citizenship education. International Journal of Educational Research, 82, 170-183.

Yemini, M. (2012). Internationalization assessment in schools: Theoretical contributions and practical implications. Journal of Research in International Education, 11(2), 152-164.

Yemini, M. (2014). Internationalization of Secondary Education—Lessons From Israeli Palestinian-Arab Schools in Tel Aviv-Jaffa. Urban Education, 49(5), 471-498.

Yemini, M., & Bar-Netz, N. (2015). Between Arabic and French in the Israeli Education System. Journal of Language, Identity, and Education, 14(3).

Yemini, M., Bar-Nissan, H., & Shavit, Y. (2014). Cosmopolitanism versus nationalism in Israeli education. Comparative Education Review, 58(4), 708-728.

Yemini, M., Bar-Nissan, H., & Yardeni, O. (2014). Between “us” and “them”: Teachers' perceptions of the national versus international composition of the Israeli history curriculum. Teaching and Teacher Education, 42, 11-22.

Yemini, M., & Bronshtein, Y. (2016). The global–local negotiation: between the official and the implemented history curriculum in Israeli classrooms. Globalisation, Societies and Education, 14(3), 345-357.

Yemini, M., & Dvir, Y. (2016). International Baccalaureate as a litmus test revealing conflicting values and power relations in the Israeli education system. Discourse: Studies in the Cultural Politics of Education, 37(2), 310-323.

Yemini, M., & Gordon, N. (2015). Media representations of national and international standardized testing in the Israeli education system. Discourse: Studies in the Cultural Politics of Education, 1-15.

Yemini, M., & Fulop, A. (2015). The international, global and intercultural dimensions in schools: an analysis of four internationalised Israeli schools. Globalisation, Societies and Education, 13(4), 528-552.

Yemini, M., Yardeni-Kuperberg, O., & Natur, N. (2015). The global–local nexus: desired history curriculum components from the perspective of future teachers in a conflict-ridden society. Journal of Curriculum Studies, 47(1), 26-48.

Internationalization in Higher Education

Cohen, A., Yemini, M., & Sadeh, E. (2014). Web-based analysis of internationalization in Israeli teaching colleges. Journal of studies in International Education, 18(1), 23-44.

de Wit, H., Yemini, M., & Martin, R. (2015). Internationalization Strategies and Policies in Second-Tier Higher Education Institutions. In The European Higher Education Area (pp. 127-143). Springer International Publishing.

Yemini, M. (2014). Internationalisation discourse What remains to be said? Perspectives: Policy and Practice in Higher Education, 18(2), 66-71.

Yemini, M. (2015). Internationalisation discourse hits the tipping point: A new definition is needed. Perspectives: Policy and Practice in Higher Education, 19(1), 19-22.

Yemini, M., & Cohen, A. (2016). School websites as a novel internationalization assessment tool. Education and Information Technologies, 21(3), 607-623.

Yemini, M., & Giladi, A. (2015). Internationalization motivations and strategies of Israeli educational administration programs. Journal of Studies in International Education, 19(5), 423-440.

Yemini, M., Holzmann, V., de Wit, H., Sadeh, E., Stavans, A., & Fadila, D. (2015). The drive to internationalize: Perceptions and motivations of Israeli college directors. Higher Education Policy, 28(3), 259-276.

Yemini, M., & Sagie, N. (2016). Research on internationalisation in higher education–exploratory analysis. Perspectives: Policy and Practice in Higher Education, 20(2-3), 90-98.