Case Study: Using H5P to design and deliver interactive laboratory practicals

Unsworth, Amanda J.; Posner, Mareike G.

doi:10.1042/ebc20210057

Cited by 13 publications

(6 citation statements)

References 36 publications

(37 reference statements)

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“…As Manchester Metropolitan University uses Moodle, we have free access to the H5P platform via a Moodle plugin. Using the platform we created complimentary interactive online practical related activities, similar to those we have described before [ 20 ]. This platform provided additional practical support for students and assisted in the analysis of their laboratory findings alongside other clinical laboratory data ( Supplementary Figure S3 ).…”

Section: Methodsmentioning

confidence: 99%

The Benefits of Using Case Study Focussed, Problem Based Learning Approaches to Unit Design for Biomedical Science Students

Posner¹,

Dempsey-Hibbert²,

Unsworth³

2023

Br J Biomed Sci

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As part of the Biomedical Sciences undergraduate degree course students are required to apply biological principles to the interpretation of clinical case studies and the diagnosis of patients. Case study-based learning, i.e., application of knowledge to patient diagnosis, is new to most students as case studies do not form part of non-applied A level courses in biological sciences. This approach is an example of Problem Based Learning (PBL) which has been shown to support higher levels of student learning, encouraging critical thinking and analysis. PBL approaches have also been shown to increase academic satisfaction and student engagement. In recent years we have observed a downwards trend in student engagement and historically student performance in applied case study-based assessments to be lower than that observed for assessments based on detailing fundamental biological principles. We hypothesised that PBL teaching delivery would support students in preparing for case study-based assessments, helping them to demonstrate their critical evaluation and problem-solving skills, and hence, improve student performance. We also hypothesised that the student learning experience would be enhanced by a PBL teaching delivery approach which would improve overall engagement. We therefore redesigned a second year Biomedical Sciences degree haematology and clinical biochemistry unit: “Blood Science,” with a stronger focus on PBL, including case study focussed activities throughout the unit. We subsequently analysed whether this PBL-focussed unit design improved student experience and feedback, student engagement and student confidence for biomedical science undergraduate students. We present here, our teaching strategy and the impact our changes had on student feedback for the 21/22 and 22/23 academic years. Our findings demonstrate that case study-based activities and tutorial PBL exercises, when incorporated into the curriculum design, can improve student experience in the Biomedical Sciences and other biological science undergraduate degree courses.

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Section: Methodsmentioning

confidence: 99%

The Benefits of Using Case Study Focussed, Problem Based Learning Approaches to Unit Design for Biomedical Science Students

Posner¹,

Dempsey-Hibbert²,

Unsworth³

2023

Br J Biomed Sci

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“…Mit der Lernförderlichkeit interaktiver H5P-Inhalte im weitesten Sinne befassten sich in jüngster Zeit eine Reihe von Anwendern verschiedenster wissenschaftlicher Disziplinen (u.a. Watzka et al [2], Pereira et al [8], Chen et al [9], Rama Devi et al [10], Unsworth und Posner [11], López et al [12], Sinnayah et al [13], Wilkie et al [14], Wicaksono et al [15], MacFarlane und Ballantyne [16], Mir et al [17], Thurner et al [18] und Santos et al [19]). Im Weiteren sind nur Ergebnisse von Evaluationen aufgeführt, die standardisiert mit log Files bzw.…”

Section: Effekte Aktiven Lernensunclassified

Interaktive Lern- und Übungsaufgaben in der Physiklehramtsausbildung

Watzka

2022

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Lernen ist ein aktiver und konstruktiver Prozess. Interaktive Aufgaben erlauben eine Aktivierung der Lernenden in jedem Lehrformat. Offen ist die Frage, ob es Unterschiede im Bearbeitungserfolg und der Änderung des Professionswissens beim Lernen mit interaktiven Aufgaben unter verschiedenen Lehrformaten gibt. Ebenso ist offen, inwieweit sich angehende Lehrkräfte vorstellen können, mit Hilfe eines Tools solche Aufgaben selbst zu erstellen und in ihrem späteren Berufsleben als Lehrmittel einzusetzen. Ein interaktives Aufgabenset wurde mittels drei verschiedener Methoden gelehrt und evaluiert. Die Stichprobe (N=66) stellten Lehramtsstudierende der Physik. Sie bearbeiteten einen Lernpfad mit interaktiven Aufgaben, um sich fachdidaktisches Wissen zu einem Thema zu erarbeiten und zugleich ein Tool für die Entwicklung solcher Aufgaben kennen zu lernen. Die Ergebnisse zeigten keine signifikanten Unterschiede im Bearbeitungserfolg und Professionswissen zwischen der Online- und Präsenzlehre. Jedoch zeigten die im Selbststudium Lernenden signifikant kürzere Bearbeitungszeiten, ein chaotischeres Lernverhalten, einen geringeren Bearbeitungserfolg und geringere Zuwächse im Professionswissen. Die Akzeptanz der Studierenden in Bezug auf interaktive Aufgaben und das exemplarische Tool stieg durch die Arbeit mit dem Aufgabenset in allen Gruppen an.

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“…A different study focused on analyzing the cost-effectiveness of modifying already existing videos through H5P, converting them into online content to carry out flipped-classrooms [54]. By considering the specific literature, a relevant number of papers can be found aimed to implement and evaluate H5P online interactive activities [45,50,56]. The evaluation of student satisfaction have been also conducted by considering H5P online learning experience [8,21,32].…”

Section: Introductionmentioning

confidence: 99%

Virtual campus environments: A comparison between interactive H5P and traditional online activities in master teaching

Gil-García¹,

Fernández‐Guillamón

García-Cáscales

et al. 2023

Comp Applic In Engineering

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Traditional face‐to‐face learning and teaching methodologies are currently being replaced or combined by virtual and digital campuses. In fact, a variety of online activities are available for virtual classrooms, becoming more interactive and creative teaching strategies. Among them, H5P is a free and open source platform that allows the creation of interactive content to be embedded in virtual campuses. This paper presents a comparison between traditional online and interactive H5P activities. The case study was carried out on the Wind Energy subject, within the MSc in Renewable Energies, assessing the impact on students and teachers through different indicators. The mean score of students who participated in the traditional online activity was 7.4/10, slightly lower than that of students who participated in the interactive H5P activity, which was 8.4/10. Actually, the statistical analysis showed that the proposed interactive H5P activity did not present a significant improvement on the average grade, in comparison to the traditional online activity. In terms of the students' perception, 75% found the interactive H5P activity easy to do, and 55% felt more motivated compared to traditional online activities. Moreover, teachers pointed out that the activity positively influenced students in terms of participation and motivation. These results confirm that the digital environment is here to stay, combined with other activities to fulfill all the skills and competences to be achieved.

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Case Study: Using H5P to design and deliver interactive laboratory practicals

Cited by 13 publications

References 36 publications

The Benefits of Using Case Study Focussed, Problem Based Learning Approaches to Unit Design for Biomedical Science Students

The Benefits of Using Case Study Focussed, Problem Based Learning Approaches to Unit Design for Biomedical Science Students

Interaktive Lern- und Übungsaufgaben in der Physiklehramtsausbildung

Virtual campus environments: A comparison between interactive H5P and traditional online activities in master teaching

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