Barak, M. & Usher, M., (2019), The innovation profile of nanotechnology team projects among face-to-face and online learners, Computers & Education,
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Barak, M. & Usher, M., (2022), The innovation level of engineering projects in hybrid and MOOC environments, European Journal of Engineering Education,
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Usher, M. & Barak, M., (2018), Peer assessment in a project-based engineering course: Comparing between on-campus and online learning environments, Assessment & Evaluation in Higher Education,
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Usher, M. & Barak, M., (2020), Team diversity as a predictor of innovation in team projects of face-to-face and online learners, Computers & Education,
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Usher, M., Barak, M., Haick, H., (2021), Online vs. on-campus higher education: Exploring innovation in students' self-reports and students' learning products, Thinking Skills & Creativity,
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Usher, M., Hershkovitz, A. & Forkosh-Baruch, A., (2021), From data to actions: Instructors' reflections about learners' data in online emergency remote teaching, The British Journal of Educational Technology,
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Usher, M. & Hershkovitz, A., (2022), Interest in educational data and barriers to data use among Massive Open Online Course instructors, Journal of Science Education and Technology,
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Usher, M. & Hershkovitz, A., (2023), Data-driven decisions of higher education instructors in an era of a global pandemic, Online Learning Journal,
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Usher, M. & Hershkovitz, A., (2024), From guides to jugglers, from audience to outsiders: A metaphor analysis of synchronous hybrid learning, Learning Environments Research,
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Usher, M. & Barak, M., (2024), Unpacking AI ethics in engineering higher education, International Journal of STEM Education,
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