View in EDS PDF Full Text

Fostering Self-Regulated Learning with H5P Technology: The Pedagogical Experiences of Educational Professionals

Saved in:
Bibliographic Details
Title: Fostering Self-Regulated Learning with H5P Technology: The Pedagogical Experiences of Educational Professionals
Language: English
Authors: Ashford Kerr
Source: International Journal of E-Learning & Distance Education. 2025 40(1).
Availability: Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.ijede.ca/index.php/jde
Peer Reviewed: Y
Page Count: 42
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Open Source Technology, Technology Uses in Education, Learning Management Systems, Blended Learning, Self Management, College Students, Affordances, Barriers, College Faculty, Best Practices, Student Motivation, Self Efficacy, Personal Autonomy, Goal Orientation, Readiness, Metacognition, Scaffolding (Teaching Technique)
Geographic Terms: Canada
ISSN: 2292-8588
Abstract: This qualitative study examined the perspectives of educational professionals on integrating H5P technology to foster self-regulated learning (SRL) in blended learning environments at a post-secondary institution in Ontario, Canada. Using a phenomenological approach, data were collected through semi-structured interviews with five educators, five instructional designers, and five educational technologists, and analyzed thematically through the lens of Zimmerman's SRL framework. The findings highlight key challenges in fostering learners' motivational processes (e.g., self-efficacy and autonomy), metacognitive processes (e.g., monitoring and planning), and behavioural processes (e.g., strategy execution) within blended contexts. The study evaluated the pedagogical applications, limitations, and potential of various H5P tools, such as interactive books, branching scenarios, and drag-and-drop activities, in supporting SRL. While advancements in H5P functionalities were noted, significant gaps were identified in aligning the technology with SRL best practices. These insights contribute to bridging gaps in literature and practice by offering actionable recommendations for optimizing H5P to enhance learners' SRL strategies. This research provides valuable implications for educators, instructional designers, and policymakers, laying the groundwork for future studies on leveraging educational technologies to support SRL in blended learning environments.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1479056
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwG4qFDzRWsQTf-PGF1Xy-T5AAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDGI2rs5jv1Hlw9BCbgIBEICBm3w6uLuzWRf_zhAcibhvKkCpMNbBBo5GAfTTaVUkHFvVnDmjm9SqI4p6_uf7ukMnfYBZNwcL16hWOiWuck9uGMYGd6V6I_toewCTs-fYctWoU7Lbn5BLO6NXaO05hMoI_N5s244StFRAIQRjqt2mPqkoWfDBLRuvBJUkEsRYy984icro-OKVFSRirqKXBB5K4P_z0u1DGQrMZWU_
Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1479056
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1479056
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Fostering Self-Regulated Learning with H5P Technology: The Pedagogical Experiences of Educational Professionals
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ashford+Kerr%22">Ashford Kerr</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+E-Learning+%26+Distance+Education%22"><i>International Journal of E-Learning & Distance Education</i></searchLink>. 2025 40(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.ijede.ca/index.php/jde
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 42
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Open+Source+Technology%22">Open Source Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Management+Systems%22">Learning Management Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Affordances%22">Affordances</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Best+Practices%22">Best Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Readiness%22">Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2292-8588
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This qualitative study examined the perspectives of educational professionals on integrating H5P technology to foster self-regulated learning (SRL) in blended learning environments at a post-secondary institution in Ontario, Canada. Using a phenomenological approach, data were collected through semi-structured interviews with five educators, five instructional designers, and five educational technologists, and analyzed thematically through the lens of Zimmerman's SRL framework. The findings highlight key challenges in fostering learners' motivational processes (e.g., self-efficacy and autonomy), metacognitive processes (e.g., monitoring and planning), and behavioural processes (e.g., strategy execution) within blended contexts. The study evaluated the pedagogical applications, limitations, and potential of various H5P tools, such as interactive books, branching scenarios, and drag-and-drop activities, in supporting SRL. While advancements in H5P functionalities were noted, significant gaps were identified in aligning the technology with SRL best practices. These insights contribute to bridging gaps in literature and practice by offering actionable recommendations for optimizing H5P to enhance learners' SRL strategies. This research provides valuable implications for educators, instructional designers, and policymakers, laying the groundwork for future studies on leveraging educational technologies to support SRL in blended learning environments.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1479056
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1479056
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 42
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Open Source Technology
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Learning Management Systems
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Affordances
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Best Practices
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Personal Autonomy
        Type: general
      – SubjectFull: Goal Orientation
        Type: general
      – SubjectFull: Readiness
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: Fostering Self-Regulated Learning with H5P Technology: The Pedagogical Experiences of Educational Professionals
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ashford Kerr
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2292-8588
          Numbering:
            – Type: volume
              Value: 40
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: International Journal of E-Learning & Distance Education
              Type: main
ResultId 1