The Web as a Learning Environment

The Web as a Learning Environment - (216101)
Lecturer: Asst. Prof. Miri Barak
Prerequisites: NA
Credits: 2.0

Course and Learning Outcomes

This course takes the students through a journey on how learning and instruction have evolved in the past two decades and the challenges facing education in the 21st century. In this course, students will be acquainted with state-of-the-art innovations in digital learning and advanced cloud-based pedagogy. The course will discuss the use of information and communication technologies (ICTs) for facilitating socio-cultural aspects of science and engineering education. It will discuss the transition from blackboards to desktops to laptops and “smart” mobile devices.

Students in the course will be acquainted with theoretical and practical aspects of new educational trends such as Flipped Classroom and Massive Open Online Courses (MOOCs), producing their own short lecture videos. The students will experience teaching and learning via synchronous and asynchronous collaborative systems. They will experience the notion of ‘crowed science’ by using ‘Augmented world’ (, a new system designed by Prof. Barak and her research group. During the course, the students will create and share location-based, collaborative multimedia, and inquiry questions, provide peer-evaluation, and generate communities of learners.

Learning Outcomes:

  1. Students will become acquainted with learning theories that are related to learning in web-based environments.
  2. Students will be able to design and develop media-based instructional materials, lecture videos, and interactive questions.
  3. Students will be able to write thorough reflections and provide high-level peer evaluation.


Conducting a literature review on a new learning technology/pedagogy 20%
Designing a lesson via the flipped classroom approach and producing a short video 30%
Designing and evaluating a multimedia interactive location-based question 30%
Writing personal reflections and summarizing the learning gains 25%


Course bibliography

  1. Barak, M., & Dori, Y. J. (2011). Science education in primary schools: Is an animation worth a thousand pictures? Journal of Science Education and Technology, 20(5), 608-620. DOI 10.1007/s10956-011-9315-2
  2. Barak, M., Nissim, Y., & Ben-Zvi, D. (2011). Aptness between teaching roles and teaching strategies while integrating ICT into science education. Interdisciplinary Journal of E-Learning and Learning Objects, 7, 305-322.
  3. Barak, M. (2012). Distance education: Towards an organizational and cultural change in higher education. The Journal of Enterprising Communities: People and Places in the Global Economy, 6(2), 124-137. DOI:10.1108/17506201211228930
  4. Barak, M., Kozyrev, S., & Dori, D. (2012). The use of visual semantic web for designing virtual expeditions. International Journal of Learning Technology, 7(3), 297-313. DOI:10.1504/IJLT.2012.049196
  5. Barak, M., & Hussein- Farraj R. (2013). Integrating model-based learning and animations for enhancing students’ understanding of proteins’ structure and function. Research in Science Education, 43(2), 619-636. DOI 10.1007/s11165-012-9280-7
  6. Barak, M., & Ziv, S. (2013). Wandering: A Web-based platform for the creation of location-based interactive learning objects. Computers & Education, 62, 159-170. DOI:10.1016/j.compedu.2012.10.015
  7. Watted, A., & Barak, M. (2014). Students’ preferences and views about learning in a MOOC. Procedia – Social and Behavioral Sciences, 152, 318-323. DOI: 1016/j.sbspro.2014.09.203
  8. Barak, M. (2014). Closing the gap between attitudes and perceptions about ICT-enhanced learning among pre-service STEM teachers. The Journal of Science Education and Technology, 23(1), 1-14. DOI: 1007/s10956-013-9446-8
  9. Barak, M. Watted, A. & Haick, H. (2015). Motivation to learn in massive open online courses: examining aspects of language and social engagement. Computers & Education, online first December 2015.
  10. Barak, M. (2015) Science Teacher education in the 21st century: developing a framework for technology-integrated social constructivism. Journal of Research in Science Education. Accepted for publication, September 2015.