Flipping the Classroom in First-Year Science Students using H5P Modules
Jorge Reyna, The Australia and New Zealand College of Ophthalmologist (RANZCO), Australia ; Jose Hanham, University of Western Sydney, Australia ; Brett Todd, University of Sydney, Australia
JCMST Volume 40, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Flipped Learning (FL) has emerged as an essential instructional approach in tertiary education. A common misconception is that FL is highly dependent on the use of video. Educators have the choice to flip content with learning interactions such as interactive slides, a timeline of events, infographics or even image sliders. H5P is an open-source platform for producing a variety of flipped subject content that is easy to learn and use. This paper reports the experience of using H5P to flip content in first-year science education (n=45). The methodology included the use of the Flipped Learning Comprehensive Model (FLCM) in conjunction with visual design and multimedia learning principles to guide the learning design and deployment of the modules. Students completed a 15-step online questionnaire at the end of the semester voluntarily. The survey contained demographic questions, as well as Likert-type scale items to measure student attitudes towards technology and perception of knowledge construction. Analysis of the data found that students had a positive attitude towards technology, and learnt the subject content by engaging in FL. Limitations of the study include sample size, and the lack of interviews to gauge an in-depth understanding of student views.
Reyna, J., Hanham, J. & Todd, B. (2021). Flipping the Classroom in First-Year Science Students using H5P Modules. Journal of Computers in Mathematics and Science Teaching, 40(1), 51-63. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
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