Implementing H5P Online Interactive Activities at Scale

Chen, Li; Manwaring, Penelope; Zakaria, Ghaith; Wilkie, Sonia; Loton, Daniel

doi:10.14742/ascilite2021.0112

Cited by 11 publications

(10 citation statements)

References 29 publications

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“…Concerning teacher perception, the results showed that 101 (87 %) of the teachers strongly agreed and agreed that, in Perception 1, they liked the idea of using IMFUNDO during lockdown, and they should continue using it even while back on campus. The idea of this study's perception of enjoying IMFUNDO emphasises that the use of an LMS to deliver Online Interactive Activities increases the amount of space and time available for interactive teaching and learning (Chen, et al, 2021). More than three quarters (77%) of the teachers strongly disagreed and disagreed that, at times in Perception 3, they felt lonely while designing and developing IMFUNDO in isolation.…”

Section: Resultsmentioning

confidence: 97%

“…During the design phase, teachers were empowered to use a storyboard to populate learning material that emphasises the scaffolding and chunking of learning content and material, with the selection of relevant technologies. The scaffolding was emphasised during the design stage (Chen, et al, 2021). The results revealed that 110 (94.8%) teachers strongly agreed and agreed that, in Design 5, they created subject contents or materials such as PowerPoint presentations, notes, videos and audio, etcetera.…”

Section: Resultsmentioning

confidence: 98%

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Effectiveness of the Capacity Development Programme on the Creation of IMFUNDO Modules by the University Teachers

Simelane-Mnisi

2022

ECEL

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The purpose of this study was to investigate the effectiveness of the capacity development programme on the creation of IMFUNDO modules during post-COVID-19 lockdown. The participants were 116 University teachers from the Faculty of A and B. Mixed-method research was used. Data were collected through open-ended and closed-ended questionnaires, and interviews. Quantitative data were analysed using SPSS frequency distribution. Atlas.ti was used to analyse the qualitative data. The results revealed that 109 (90.5%) of the teachers strongly agree and agree that, during the planning phase, the incorporation of IMFUNDO and technology in the curriculum was clearly stated on both the module descriptor and study guide. It was also found that 88 (76.9%) of the teachers strongly agree and agree that they constructed, scaffolded and chunked the learning content and activities based on the IMFUNDO structure for each learning unit of the module. It was further established that teachers were positive, felt great, and received excellent support during the training. It is recommended that further studies be conducted on the implementation and quality of the IMFUNDO modules during COVID-19 lockdown.

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Section: Resultsmentioning

confidence: 97%

Section: Resultsmentioning

confidence: 98%

Effectiveness of the Capacity Development Programme on the Creation of IMFUNDO Modules by the University Teachers

Simelane-Mnisi

2022

ECEL

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“…H5P is used to develop and implement online interactive activities to facilitate blended learning and increase staff digital literacy [13]. They used Course Presentation that allows interactivity by inserting hotspots through which additional information is provided, videos are played, text boxes appear for taking notes, quizzes are available to check the level of understanding of the learning content.…”

Section: Related Workmentioning

confidence: 99%

Engaging Learning Content for Digital Learners

Kiryakova¹

2022

TEM Journal

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Learning materials are source and means of acquiring knowledge and skills. The rapid development of technologies has an invariable influence on their content and the ways of interacting with learners. Teachers have to develop learning content that provokes learners’ activity and engagement and plays the role of a motivator and catalyst of learning. To fulfil all these new functions and roles, the learning content must be developed by the relevant tools. The existing variety of software often makes difficult for teachers to choose the most appropriate one. Recently, H5P is a popular tool used for creating different types of interactive content. The integration capabilities with e-learning environments make H5P a convenient and effective means for experts and educators to develop and share dynamic learning content and learning activities, accessible to learners at any time and place with any available device. The aim of the current paper is to reveal the advantages of H5P for developing, sharing and reusing interactive, rich and attractive learning content and activities based on a specific example – creating and using an Interactive Book in the Computer Graphics course. The possibility of integrating H5P content in various digital learning environments is a prerequisite for engaging, motivating and immersive learning.

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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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Implementing H5P Online Interactive Activities at Scale

Cited by 11 publications

References 29 publications

Effectiveness of the Capacity Development Programme on the Creation of IMFUNDO Modules by the University Teachers

Effectiveness of the Capacity Development Programme on the Creation of IMFUNDO Modules by the University Teachers

Engaging Learning Content for Digital Learners

Interaktive Lern- und Übungsaufgaben in der Physiklehramtsausbildung

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