Reflecting Allowed

1.a. Peer-reviewed Publications

My research interests are diverse and constantly evolving, and include critical thinking (my PhD dissertation topic), critical pedagogy (which I discovered while doing my PhD and continue to write about), higher education (where I work), eLearning (particularly open education and MOOCs), intercultural learning (which I now teach), citizenship and community-based learning. I disseminate my research and ideas in peer-reviewed journals as well as trade journal magazines (see here) and conferences (see here).

Peer-reviewed (forthcoming)

Bali, M., Abou Hussein, K.,  el Ahwal, T., Fahmy, Y. & Hashad, M. (in press). Fostering Learner Agency in a Digital Literacies Course in Egypt: Reflections on Several Iterations. In S Hase & L. Blaschke (Eds). Unleashing the power of learner agency.

Bali, M., & Zamora, M. (under review). The Equity-Care Matrix: Theory and Practice. Italian Journal of Educational Technology (special issue).

Zamora, M., Bali, M., Cronin, C., & Mehran, P. (under review). Equity Unbound as critical intercultural praxis. Journal of Applied Instructional Design (special issue)

Peer-reviewed (Published)

Adams, S., Bali, M., Eder, Z., Fladd, L., Garrett, K., Garth-McCullough, R., Gibson, A. M., Gunder, A., Iuzzini, J., Knott, J.
L., Rafferty, J. & Weber, N. L. (2021 June 8). Caring for Students Playbook. Every Learner Everywhere.

Networked Learning Editorial Collective (NLEC)., Gourlay, L., Rodríguez-Illera, J.L. et al. Networked Learning in 2021: A Community Definition. Postdigit Sci Educ (2021).

Bali, M. (2021). Foreword. In S. M. Morris, L. Rai, & K Littleton (Eds). Voices of Practice: Narrative Scholarship from the Margins. Hybrid Pedagogy Publishing.

Zamora, M., & Bali, M. (2020). Network. In R. F. Davis, M. K. Gold, K. D. Harris, & J. Sayers (eds). Digital Pedagogy in the Humanities: Concepts, Models, and Experiments. Modern Language Association,

Bali, M., Cronin, C., Czerniewicz, L., DeRosa, R., & Jhangiani, R. S. (2020). [Eds].  Open at the Margins: Critical Perspectives on Open Education. Pressbooks/Rebus Community.

Bali, M. (2020). Organizing autoethnography on the internet: models and challenges. In A. Herrmann (ed). The Routledge International Handbook of Organizational Autoethnography. Routledge.

Bozkurt, A., et al. (2020). A Global Outlook to the Interruption of Education due to COVID-19 Pandemic: Navigating in a Time of Uncertainty and Crisis. Asian Journal of Distance Education. Retrieved from:

Gachago, D., Pallitt, N., & Bali, M. (2020). No Size Fits All: Design Considerations for Networked Professional Development in Higher Education. Proceedings of the Networked Learning Conference. Denmark, online. Retrieved from:—no-size-fits-all-design-considerations-for-networked-professional-development-in-higher-education.pdf

Bali, M., Cronin, C., & Jhangiani, R. S. (2020). Framing Open Educational Practices from a Social Justice Perspective. Journal of Interactive Media in Education. 2020 (1), p. 10. DOI:

Bali, M., & Brown, C. (2020). Critical approaches to digital literacy. In M. Schwartz (ed). Digital Citizenship Toolkit. Rebus Community on Pressbooks (Open Textbook).

Bali, M., & Aboulmagd, N.(2019). The Different Faces of Open in Egypt. In K. Zhang, C. J. Bonk, T. C. Reeves, & T. H. Reynolds (eds). MOOCs and Open Education Across the Global South: Challenges, Successes, and Opportunities. NY: Routledge. DOI: (my chapter available open access immediately. AUC repository link & Dropbox link).

Bali, M., Caines, A., Hogue, R. J., DeWaard, H. J., & Friedrich, C. (2019). Intentionally Equitable Hospitality in Hybrid Video Dialogue: The Context of Virtually Connecting. eLearning Mag (special issue). Retrieved from:

Bali, M. (2019). Reimagining Digital Literacies from a Feminist Perspective in a Postcolonial Context. Media and Communication, 17 (2). (special issue). DOI:

Bali, M., Awwad, A., Hassib, F., Halawa, F., Khalifa, J., Serougy, F. (2019). Global Citizenship Education in a Digital Age: A Collaborative Autoethnography. In J. Dorio, E. Abdou and N. Moheyddin (eds). The Struggle for Citizenship Education in Egypt: (Re)Imagining Subjects and Citizens. Routledge: New York, NY and Oxon, UK.

Bali, M. & Caines, A. (2018). A call for promoting ownership, equity and agency in faculty development via connected learning. International Journal of Educational Technology in Higher Education.

Bali, M. (2018). The Unbearable Whiteness of the Digital. In D. Kim & J. Stommel (eds). Disrupting the Digital Humanities. Punctum books.

Hogue, Rebecca J.; Keefer, Jeffrey M.; Bali, Maha; Hamon, Keith; Koutropoulos, Apostolos; Leunissen, Ron; and Singh, Lenandlar (2018) “Pioneering Alternative Forms of Collaboration,” Current Issues in Emerging eLearning: Vol. 4 : Iss. 1 , Article 8.
Available at:

Bali, M., & Mostafa, H. (2018). Listen Carefully and You Will Hear: Using Creative Multimodal Assessments to Promote Student Expression. In S. Khadka & J. C. Lee (eds). Designing and Implementing Multimodal Curricula and Programs. Routledge.

Bali, M., & Sharma, S. (2017). Envisioning post-colonial MOOCs: Critiques and ways forward. In R. Bennett & M. Kent (eds). Massive Open Online Courses and Higher Education: What Went Right, What Went Wrong and Where to Next?

Bali, M., Caines, A., DeWaard, H., & Hogue, R. (2016, December). Ethos and Practice of a Connected Learning Movement: Interpreting Virtually Connecting Through Alignment with Theory and Survey Results. Online Learning Journal, 20(4). Retrieved from

Bali, M. (2016).Bringing Out the Human in Synchronous and Asynchronous Media for Learning. In W. Kilgore (ed) Humanizing Online Teaching and Learning. Retrieved from

BOZKURT, A., HONEYCHURCH, S., CAINES, A., BALI, M., KOUTROPOULOS, A., & CORMIER, D. (2016). Community Tracking in a cMooc and Nomadic Learner Behavior Identification on a Connectivist Rhizomatic Learning Network. The Turkish Online Journal of Distance Education. 17(4). Retrieved from:

Bali, M., Honeychurch, S., Hamon, K., Hogue, R. J., Koutropoulos, A., Johnson, S., Leunissen, R., & Singh, L. (2016). What is it Like to Learn and Participate in Rhizomatic MOOCs? A Collaborative Autoethnography of #RHIZO14. Current Issues in Emerging eLearning: 3(1). Available at:

Honeychurch, S., Stewart, B., Bali, M., Hogue, R. J., & Cormier, D. (2016). How the Community Became More Than the Curriculum: Participant Experiences In #RHIZO14. Current Issues in Emerging eLearning. 3(1).
Available at:

Bali, M. (2015). A new scholar’s perspective on open peer review. Teaching in Higher Education, 20(8), pp. 857-863. DOI: 10.1080/13562517.2015.1085857 (Dropbox Author’s Manuscript)

Bali, M., & Skallerup Bessette, L. (2015, June 23). Towards a critical approach to faculty development. Hybrid Pedagogy. Retrieved from:

Bali, M., Crawford, M., Jessen, R. L., Signorelli, P., & Zamora, M. (2015). What makes a cMOOC community endure? Multiple participant perspectives from diverse MOOCs. Educational Media International, DOI:10.1080/09523987.2015.1053290 (or see Author’s Accepted Manuscript if you do not have access).

Hamon, K., Hogue, R. J., Honeychurch, S., Johnson, S., Koutropoulos, A., Ensor, S., Sinfield, S., & Bali, M. (2015, June 4). Writing the unreadable untext: A collaborative autoethnography of #rhizo14. Hybrid Pedagogy. Retrieved from:

Bali, M. (2015, April 20). Pedagogy of Care – Gone Massive. Hybrid Pedagogy. Retrieved from:

Bali, M. (2015). Critical Thinking through a Multicultural Lens: Cultural Challenges of Teaching Critical Thinking. In W. M. Davies and R. Barnett (eds). Palgrave Handbook of Critical Thinking in Higher Education. Palgrave MacMillan.

Bali, M., & Honeychurch, S. (2014). Key Pedagogic Thinkers: Dave Cormier. Journal of Pedagogic Development. 4(3). Retrieved from

Bali, M. (2014, September 9).Critical Pedagogy: Intentions and Realities. Hybrid Pedagogy. Retrieved from:

Bali, M. (2014). Going Beyond the Good MOOC/Bad MOOC Debate (An observation on the special issue). Journal of Global Literacies, Technology and Emergent Pedagogy, 2 (3), 261-266. Retrieved from:

Bali, M., & Sharma,S. (2014, April 11). Bonds of difference: participation as inclusion. Hybrid Pedagogy. Retrieved from:

Sharma, S., & Bali, M. (2014, April 4). Bonds of difference: illusions of inclusion. Hybrid Pedagogy. Retrieved from:

Bali, M (2014). MOOC pedagogy: gleaning good practice from existing MOOCs. Journal of Online Learning and Teaching, 19(1), pp.44-56. Retrieved from

Bali, M., & Meier, B. (2014, March 4). An affinity for asynchronous learning. Hybrid Pedagogy. Retrieved from: (audio version coming soon)

Bali, M. (2014). Why doesn’t this feel empowering? The challenges of web-based intercultural dialogue. Teaching in Higher Education, 19(2), pp. 208-215. DOI: 10.1080/13562517.2014.867620 (open access link on AUC DAR)

PhD Thesis: Bali, M. (2013). Critical thinking in context: practice at an American liberal arts university in Egypt. PhD thesis, University of Sheffield. Retrieved from:

Bali, M. & Ramadan, A. (2007). Using rubrics and content analysis for Evaluating Online Discussion: A case study from an Environmental Course. Journal of Asynchronous Learning Networks, 11(4). Retrieved from:

Bali, M., Ellozy, A., & Thompson, H. (2006). Redesigning Introductory Economics: Technocollaborative learning. In J. Cordeiro, V. Pedrosa, B. Encarnacao, & J. Philipe (eds.), Society, eBusiness, e-Government and e-Learning, Volume II, Setubal, Portugal: Proceedings of the 2nd International Conference on Web Information Systems and Technologies, 2006, pp. 157-163.

Bali, M. (2006). Insider Perspective on Ikarus. In M. Herberger, ed. Experiences with Teaching and Learning in Virtual Learning Environments: Ikarus. Hamburg: Germany.

Mohy, M., Abdelbar, A., Bali, M., & Hagry, M. (2004). Effective Stock Market Prediction with Neural Networks Optimized by Population-Oriented Simulated Annealing. Proceedings of the ISCA 13th International Conference on Intelligent and Adaptive Systems and Software Engineering, 131-134, July 2004. Bali, M. (2001).

Globalization of Science. Award-winning essay submitted for the Ahmed Zewail Prize, American University in Cairo, February 2001, Available from:


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