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Flipping Lessons with Moodle: Using the H5P Moodle Plugin to Deliver Online Sessions

Research output: Contribution to conference - Without ISBN/ISSN Conference paperpeer-review

Publication date3/04/2019
<mark>Original language</mark>English
Event 12th Annual University of Glasgow Learning and Teaching Conference: Blended and Active Learning: where are we now, and where do we want to be?’ - University of Glasgow, Glasgow, United Kingdom
Duration: 2/04/20193/04/2019
Conference number: 12


Conference 12th Annual University of Glasgow Learning and Teaching Conference
Abbreviated title2019 Learning and Teaching Conference
Country/TerritoryUnited Kingdom
Internet address


The flipped classroom approach has contributed to a significant shift in learning and teaching in higher education in recent years. This approach creates the opportunity for students to have increased input and control over their own learning, as opposed to the more traditional teacher-centred approach (Nottingham Trent University, 2013). Since the concept of flipped classroom came into a general use, a considerable number of methods strategies and technologies have been introduced to facilitate this type of blended learning. One of them is H5P, which is a free website that can also be embedded in other platforms such as Moodle. The presentation will introduce delegates to interactive materials that I have created using the Moodle Plugin, and will provide an insight into the development of the interactive content as well as its facilitation. I will provide analysis of student feedback on the usefulness of H5P, which is based on their experience of using the feature. This will provide an indication of how the feature may be further explored and/or developed to engage students in a more effective blended learning experience. Furthermore, I will describe how I have adapted the lesson’s material using the H5P Course presentation activity, creating a slide-based presentation for my English for Academic Purposes (EAP) students. The slides include text, images, various quizzes and links to the class Moodle forum, that were added to enable students interact and support one another during the task. I believe that this Moodle feature enables students to work independently and make decisions on their learning. It offers interactive content and therefore students are likely to engage in the material given by the teacher. Finally, incorporating technology that provides students with the opportunity to manage their learning in a more ‘proactive way’ (HEA, 2017) promotes student-centred learning approach to teaching.