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| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Pós_doutoramento_36132 | 2.39 MB | Adobe PDF |
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Abstract(s)
Although studies have shown that E-learning is an area that has seen considerable growth among worldwide higher education institutions (HEIs), online students' dissatisfaction seems to increase at the same rate. For instance, studies have shown the lack of interactivity features of virtual learning environments (VLE) (such as Moodle), is still one of the main dissatisfactions of this students. One tool that allows to increase interactivity resources of Moodle is plugin H5P (HTML 5 Package). Considered a versatile and uncomplicated open-source tool, H5P allows educators to create more than 40 interactive Moodle-based learning objects. The aim of this study was to verify the perception of 395 DL undergraduate students (from 19 different undergraduate courses) at a private Brazilian HEI about the use of H5P Moodle interactive content during the teaching and learning process of the environmental education (EE). The hypothesis, in line with previous studies, is that the most students would report positive and/or motivating experiences after studying through interactive resources. Based on a quantitative, descriptive, and cross-sectional study, these volunteer students carried out the following contributions to this research: (i) They compared the virtual learning environment VLE Moodle traditional didactic resources (i.e., booklet plus non-interactive video lessons) versus several H5P Moodle interactive resources [namely, (a) Collage; (b) Timeline; (c) Drag and Drop; (d) Accordion; (e) True/False questions; (f) Image slider; (g) Find the Hotspot; (h) Fill in the Blanks; (i) Memory Game; (j) Image Juxtaposition; and (k) Virtual Tour (360), among others]. Specifically, the subject studied was “concepts of Ecology”; (ii) Soon after, they answered an instrument comprised two analysis dimensions (D) (i.e., D1: Feasibility and D2: Motivation) consisting of 14 questions (Q) of the Likert-type. Both research steps were accessed via the Moodle LMS. The student’s participation was completely voluntary, anonymous and did not include any information that could have revealed their identities, to protect their privacy. There were no exclusion criteria. Besides, each student was allowed to complete the questionnaire once; (iii) Ultimately, multiple statistical comparisons were performed. For instance, to test whether there is a significant correlation between dimensions D1 and D2, the Canonical correlation analysis was use. In addition, to test whether there is a significant correlation between the 14 questions (i.e., Q1-Q14), Spearman Rank Order correlation was use. Ultimately, in order to test if there are differences in opinions between students, regarding the variables: gender; academic majors; grade level; and Brazilian regions they inhabit, three statistical tests were performed, namely: (a) the independent samples t test; (b) the Fisher's statistic; and (c) the Tukey's posterior test. 122 among those 395 students invited, agreed to participate (i.e., 30.9%). Most of the participating students were from the Pedagogy course (81 students), followed by the Public Management course (18 students). The study on the reliability of the instrument resulted in a coefficient equal to 0.80. Therefore, it is possible to state that on another occasion, these students would respond to the instrument in the same way. The number of validated assertions was 11/14 (a loss of the 21.40% of the assertions). However, the loss of up to 40% of the total statements is considered adequate when using the Likert scale. Considering only these 11 validated assertions, the overall main of the instrument was 3.35 points (Standard Deviation = 0.36), which demonstrates a positive student perception of the evaluated object. Ultimately, the tested hypothesis was confirmed, and thus, in line with previous studies, the most students reported positive and motivating experiences after having studied EE through H5P interactive resources. The availability of this dataset as an open access dataset will provide educational policymakers, and mainly academics with a better understanding of the perceptions of distance undergraduate learning students towards use H5P interactive content, allowing them to make more informed decisions during the teaching and learning process on the distance education mode.
Description
Relatório apresentado à Universidade Fernando Pessoa como parte dos requisitos para o cumprimento do programa de Pós-Doutoramento em Sistemas e Tecnologias de Informação, ramo de E-learning
Keywords
Active learning Computer-assisted learning Moodle Playful learning Plugin H5P Sustainability education Technology enhanced learning Virtual learning environments