Articles in Peer-Review Publications

All scientific publications  |  Peer-reviewed journal articles

• Rahmian, L., Hod, Y., Yuan, G., & Zhang, J. (in press). Supporting students’ inquiry through doubly-authentic learning designs: Four configurations of interests, domain, and identity. European Journal of Psychology of Education. 10.1007/s10212-024-00818-5

• Ya'ari, C., Hod, Y., & Sagy, O. (2023). Intermediate indexing in small group configurations around large screens: Interactions that advance knowledge building. Instructional Sciences.

• Magnussen, R., & Hod, Y. (2023). Bridging communities and schools in urban development: Community and citizen science. Instructional Science.

• Hod, Y., Dvir, M., & Tueg, S. (2023). From turtle in a shell to one that wins the race: Noticing identities in interactive classroom learning communities. Interactive Learning Environments.

• Cohen, E., Hod, Y., & Ben-Zvi, D. (2023). From “Carrier” to “Creator”: The Re-construction of National Identity in More Inclusive Terms. Journal of the Learning Sciences.

• Kashi, S., Hod, Y., Lee, A., Yuan, G., Cohen, E., Bielaczyc, K., Chen, B., & Zhang, J. (2023). Infrastructuring for Knowledge Building: Advancing a Framework for Sustained Innovation. QWERTY: Open and Interdisciplinary Journal of Technology, Culture and Education. 

• Cohen, E., Ben-Zvi, D. & Hod, Y. (2023). Visions of the Good in Computer-Supported Collaborative Learning: Unpacking the Ethical Dimensions of Design-Based Research. International Journal of Computer-Supported Collaborative Learning. 

• Kashi, S., & Hod, Y. (2022). Fostering growth orientations in students’ identities as knowledge builders. International Journal of Computer Supported Collaborative Learning, 17(3),  333-360.  [link to article]

• Hod, Y., & Sagy, O. (2022). School enculturation discourse: A meta-synthesis from research in the learning sciences. Information and Learning Sciences, 123(9/10), 621-641.  [link to article]

• Hod, Y. & Dvir, M. (2022). Identity artifacts: Resources that facilitate transforming participation in blended learning communities. Internet and Higher Education, 54, 100846. [link to article]

• Cohen, E. & Hod, Y. (2021). Enriching the informing cycle of knowledge building communities by investigating students’ interpretations of design principles. Interactive Learning Environments. DOI:10.1080/10494820.2021.1966638 [link to article] 

• Hod, Y., Katz, S., & Eagen, B. (2020). Refining qualitative ethnographies using Epistemic Network Analysis: A study of socioemotional learning dimensions in a humanistic knowledge building community. Computers & Education. DOI: 10.1016/j.compedu.2020.103943 [link to article]

• Hod, Y. & Twersky, D. (2020). Distributed spatial sensemaking on the augmented reality sandbox. International Journal of Computer Supported Collaborative Learning, 15(1), 115-141. [link to article]

• Hod, Y. & Katz, S. (2020). Fostering highly engaged knowledge building communities in socioemotional and sociocognitive hybrid learning spaces. British Journal of Educational Technologies. 51(4), 1117–1135. [link to article]

• Hod, Y., Ya'ari, C., & Eberle, J. (2019). Taking responsibility to support knowledge building: A constructive entanglement of spaces and ideas. British Journal of Educational Technologies, 50(5), 2129-2143. [link to article]

• Hod, Y., & Sagy, O. (2019). Conceptualizing the designs of authentic computer-supported collaborative learning environments in schools. International Journal of Computer Supported Collaborative Learning, 14(2), 143-164. [link to article]

• Sagy, O., Hod, Y., & Kali, Y. (2019). Teaching and learning cultures in higher education: A mismatch in conceptions. Higher Education Research & Development, 38(4), 849-863. [Link to this paper]

• Eberle, J., Hod, Y., & Fischer, F. (2019). Future learning spaces for learning communities: Perspectives from the learning sciences. British Journal of Educational Technologies, 50(5), 2071-2074. [link to article]

• Hod, Y., Sagy, O., Kali, Y. & Taking Citizen Science to School. (2018). The opportunities of networks of research-practice partnerships and why CSCL should not give up on large-scale educational change. International Journal of Computer Supported Collaborative Learning, 13(4), 457-466. [Link to article]

• Hod, Y., Bielaczyc, K., & Ben-Zvi, D. (2018). Revisiting learning communities: Innovations in theory and practice. Instructional Science, 46(4), 489-506. [Link to article]

• Hod, Y. & Ben-Zvi, D. (2018). Co-development patterns of knowledge, experience, and self in humanistic knowledge building communities. Instructional Science, 46(4), 593-619. [Link to article]

• Hod, Y., Basil-Shachar, J., & Sagy, O. (2018).  The role of productive social failure in fostering creative collaboration: A grounded study exploring a classroom learning community. Thinking Skills and Creativity, 30, 145-159. [Link to article]

• Hod, Y. (2017). Future learning spaces in schools: Concepts and designs from the learning sciences. Journal of Formative Design in Learning, 1(2), 99-109.  [Link to article] 

• Hod, Y., & Ben-Zvi, D. (2015). Students negotiating and designing their collaborative learning norms: A group developmental perspective in learning communities. Interactive Learning Environments, 23(5), 578-594.  [Link to article] 

• Hod, Y., & Ben-Zvi, D. (2014). A group psychotherapeutic perspective on transforming participation in a learning community. Instructional Science, 42(6), 949-970. [Link to article]