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).
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)
Caines, A., Bali, M., & Zamora, M. (in progress). Mediated Liminality: Videoconferencing Practices Across Borders between Egypt, the US and Beyond. In forthcoming anthology: Video Conferencing: Practices, Politics, Aesthetics
Networked Learning Editorial Collective (NLEC)., Gourlay, L., Rodríguez-Illera, J.L. et al. Networked Learning in 2021: A Community Definition. Postdigit Sci Educ (2021). https://doi.org/10.1007/s42438-021-00222-y
Bali, M. (2021). Foreword. In S. M. Morris, L. Rai, & K Littleton (Eds). Voices of Practice: Narrative Scholarship from the Margins. Hybrid Pedagogy Publishing. https://voicesofpractice.pressbooks.com/
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, digitalpedagogy.hcommons.org/.
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: http://asianjde.org/ojs/index.php/AsianJDE/article/view/462
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: https://www.networkedlearning.aau.dk/digitalAssets/826/826404_22.-gachago-et-al.—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: http://doi.org/10.5334/jime.565
Bali, M., & Brown, C. (2020). Critical approaches to digital literacy. In M. Schwartz (ed). Digital Citizenship Toolkit. Rebus Community on Pressbooks (Open Textbook). https://pressbooks.library.ryerson.ca/digcit/chapter/chapter-4-critical-approaches-to-digital-literad/
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: https://doi.org/10.4324/9780429398919 (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: https://elearnmag.acm.org/archive.cfm?aid=3331173
Bali, M. (2019). Reimagining Digital Literacies from a Feminist Perspective in a Postcolonial Context. Media and Communication, 17 (2). (special issue). DOI: http://dx.doi.org/10.17645/mac.v7i2.1935
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. https://doi.org/10.1186/s41239-018-0128-8
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: https://scholarworks.umb.edu/ciee/vol4/iss1/8
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 https://olj.onlinelearningconsortium.org/index.php/olj/article/view/965/247
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 https://humanmooc.pressbooks.com
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: http://tojde.anadolu.edu.tr/makale_goster.php?id=1368
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: http://scholarworks.umb.edu/ciee/vol3/iss1/4
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: http://scholarworks.umb.edu/ciee/vol3/iss1/3
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: http://hybridpedagogy.org/towards-a-critical-approach-to-faculty-development/
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: http://www.hybridpedagogy.com/journal/writing-the-unreadable-untext/
Bali, M. (2015, April 20). Pedagogy of Care – Gone Massive. Hybrid Pedagogy. Retrieved from: http://www.hybridpedagogy.com/journal/pedagogy-of-care-gone-massive/
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 http://www.beds.ac.uk/jpd/volume-4-issue-3/key-pedagogic-thinkers-maha-bali
Bali, M. (2014, September 9).Critical Pedagogy: Intentions and Realities. Hybrid Pedagogy. Retrieved from: http://www.hybridpedagogy.com/journal/critical-pedagogy-intentions-realities/
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: http://joglep.com/files/3014/0622/3891/11._Going_beyond_the_good_MOOC.pdf
Bali, M., & Sharma,S. (2014, April 11). Bonds of difference: participation as inclusion. Hybrid Pedagogy. Retrieved from: http://www.hybridpedagogy.com/journal/bonds-difference-participation-inclusion/
Sharma, S., & Bali, M. (2014, April 4). Bonds of difference: illusions of inclusion. Hybrid Pedagogy. Retrieved from: http://www.hybridpedagogy.com/journal/bonds-difference-illusions-inclusion
Bali, M (2014). MOOC pedagogy: gleaning good practice from existing MOOCs. Journal of Online Learning and Teaching, 19(1), pp.44-56. Retrieved from http://jolt.merlot.org/vol10no1/bali_0314.pdf
Bali, M., & Meier, B. (2014, March 4). An affinity for asynchronous learning. Hybrid Pedagogy. Retrieved from: http://www.hybridpedagogy.com/journal/affinity-asynchronous-learning/ (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: http://etheses.whiterose.ac.uk/4646/
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: http://onlinelearningconsortium.org/jaln_article/using-rubrics-and-content-analysis-for-evaluating-online-discussion-a-case-study-from-an-environmental-course-2/
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: http://www.aucegypt.edu/students/awards/zewailprize/essays/maha.html