Formal Learning Activities Research Articles

The relation between perceived autonomy support and (in) formal learning when using a PDP: the mediating role of self-direction in learning

PurposeTo keep up with their changing environment, organizations are investing in continuous skills development of their employees and therefore implement personal development plans (PDPs). However, to be effective, PDPs require employees to show self-direction in learning (SDL). Autonomy-supportive supervisors can foster employees’ SDL. Therefore, the purpose of this cross-sectional study is two-fold. First, this study explores the relationship between perceived autonomy support and learning at the workplace. Second, this study investigates the mediating role of SDL when using a PDP.Design/methodology/approachBased on data from a convenience sample from employees in various industries (n = 193), structural equation modelling was used to investigate the relationships between the different variables.FindingsFirst, a positive relationship was found between perceived autonomy support and informal learning activities, but not with formal learning activities. Second, results indicated that SDL when using a PDP mediates the relation between perceived autonomy support and both formal and informal learning activities at the workplace. These results suggest that a supervisor who is perceived as autonomy supportive can foster employees’ SDL when using a PDP and, in turn, support learning at the workplace.Practical implicationsAlso, these findings indicate that autonomy-supportive supervisors can encourage the undertaking of learning activities by stimulating SDL when using a PDP.Originality/valueFor a PDP to be effective, a degree of SDL is assumed. To the best of the authors’ knowledge, this is the first study to investigate SDL within a PDP setting.

The Influence of Parents’ Beliefs and Home Literacy Environment on Preschoolers’ Attitudes toward Learning English as a Foreign Language

There are concerns about the negative impact of early English instruction on preschoolers’ attitudes, especially regarding parents’ beliefs (PB) and certain home literacy environments (HLE). However, limited research exists on how these factors influence young children’s attitudes toward learning English. This study examined the impact of PB and HLE on preschoolers’ attitudes toward learning English as a Foreign Language (EFL). Purposive sampling was utilized to select potential respondents from 14 administrative regions within Zhengzhou, China. A survey was conducted among 405 primary caregivers of English preschool learners, focusing on family demographics, perceptions of early English education, HLE, and preschoolers’ learning attitudes. The data were analysed using partial least squares (PLS) analysis in structural equation modelling (SEM). Results affirmed how preschoolers’ HLE significantly and distinctly influences their EFL learning attitudes via formal and informal learning activities as well as resource availability. Specifically, English literacy resources were found to shape preschool-age children’s affective and cognitive attitudes, while caregiver reports on informal English learning at home has a predominant effect on preschoolers’ behavioural attitude. Moreover, access to literacy resources at home serves as a critical intermediary between PB about the value of English education and preschoolers’ cognitive attitude. These findings underline the importance of a supportive HLE and the benefits of interventions designed to modify parents’ beliefs in fostering preschoolers’ favorable attitudes toward EFL learning.

Fostering Intellectual Competence through Dialogic Learning in Islamic Boarding Schools

This qualitative case study investigates the development of intellectual competence through dialogic learning at an Islamic boarding school. Employing participatory observation, the study explores the process of fostering intellectual competence through discussions within and outside formal learning activities, encouraging critical thinking towards diverse viewpoints, promoting confident expression grounded in literature, and active participation in scientific competitions. Results demonstrate that dialogic learning enhances students' critical thinking skills and encourages active engagement in scholarly pursuits, both locally and nationally. This research underscores the significance of dialogic pedagogy in nurturing intellectual competence within Islamic educational contexts, offering implications for fostering critical thinking and scholarly engagement in diverse educational settings. Highlights : Dialogic learning fosters critical thinking: Encouraging discussions outside formal activities cultivates a critical attitude towards diverse opinions. Confidence in expression through literature: Instilling the courage to express opinions grounded in literature enhances intellectual competence. Active participation in scientific competitions: Engagement in local and national competitions promotes scholarly pursuits and intellectual growth. Keywords: Dialogic learning, Intellectual competence, Islamic boarding schools, Critical thinking, Scholarly engagement

Advising Leaders’ Perceptions of Advisor Workplace Learning

This study explores the perceptions of academic advising leaders regarding workplace learning for primary-role academic advisors in the United States. This research highlights the importance of self-directed learning, scholarly engagement, and graduate programs in the professional development of academic advisors. Through semi-structured interviews with 17 leaders of NACADA: The Global Community for Academic Advising, two themes emerged: self-directed learning and engagement, and scholarly engagement and understanding the field. The findings reveal that academic advisors, as proactive learners, continuously enhance their competencies through formal and informal learning activities, actively engaging with academic literature and professional networks. The study underscores the significance of preparing advisors to contribute meaningfully to their profession. By addressing the challenges and opportunities in workplace learning, this research contributes to the evolution and professionalization of academic advising, aligning with principles of Human Resource Development (HRD). The insights gained inform the design of effective professional development programs that enhance advisor skills and knowledge, ultimately leading to improved student outcomes and the advancement of the advising profession. This study bridges a critical gap in understanding the role of workplace learning in the continuous professional growth of academic advisors.

Entrepreneurship Teaching : Design and Activities of 21st Century Learning for Economic Class under Mini-Project (Participatory-Phenomenological Design)

This study aims to explain the process of teaching entrepreneurship education courses in economics classes under a detailed mini-project. This research used Participatory action research (PAR) under qualitative approach. The sample size was only taken purposefully from one semester's three economics classes. This research used observation sheets in the form of learning activities and interviews. All data collected were analyzed descriptively with the step of reducing, displaying and drawing conclusion. The research results showed the effectiveness of a bidirectional teaching model in entrepreneurship education. This model, which combines theoretical instruction with practical application, significantly enhances student engagement and learning outcomes. The bidirectional approach allows students to relate theoretical concepts to real-world examples, fostering a deeper understanding and active participation. An essential element of this teaching model is the inclusion of mini-projects. These projects enable students to apply theoretical knowledge in practical scenarios, such as developing business plans and analyzing recruitment strategies. The hands-on experience gained through mini-projects not only solidifies students' grasp of the material but also hones their problem-solving and critical-thinking skills. The study's findings underscore the superiority of the bidirectional teaching model over traditional methods. The experimental class, which utilized this approach, showed a 93% success rate in meeting various evaluation criteria, compared to just 30% in the control class. This stark contrast highlights the importance of integrating mini-projects and practical activities into the curriculum to enhance educational outcomes. The bidirectional teaching model, complemented by mini-projects, proves to be a highly effective approach in entrepreneurship education. It not only engages students more deeply but also equips them with practical skills and knowledge that are essential for their future careers.

Formation of the key values of Zhana Kazakhstan in the process of language training for students of a medical university (from the experience of Languages Development Center)

The purpose of the study. To consider the phenomenon of the key values of Zhana Kazakhstan and the peculiarities of their formation in the process of language education; to propose the most effective combination of methods of language training for medical students and enlightenment methods of future professionals within the framework of a nationwide idea.Materials and methods. The article describes the experience of working with 1st year students of Karaganda Medical University NC JSC in Russian language classes at the B1 level in the aspect of the formation of key values of the Republic of Kazakhstan.Results and discussion. Based on the results of the teaching experience, the most effective ways of Zhana Kazakhstan values forming are proposed. The topics on the Russian language subject in the framework of the Standard Program and the key values were identified by the President of the Republic of Kazakhstan at the third Kurultai, and they are correlated in terms of their potential for the formation of a particular value. Special attention is paid to the problem of selecting material for classes in the listening and reading modules (types of speech activity) as well as on topics proposed for discussion. The article describes examples of this material with active forms of learning using in a classroom.Conclusions. The forms of activation of work are proposed: discussion, quiz, meetings. The techniques of working with texts and interrelated learning of listening and reading based on the material of the proposed texts and videos are described. The effectiveness of the proposed tools for the formation of key values of Zhana Kazakhstan is confirmed by the results of oral and written questionnaires of students during feedback.

Accelerating high-entropy alloy discovery: efficient exploration via active learning

The exploration of the complex composition space for high entropy alloys (HEAs) is extremely challenging and resource intensive using traditional materials discovery approaches. Here, we apply Bayesian optimization in the form of active learning with a neural network model to efficiently explore the vast composition space of HEAs with a focus on predicting their stable phases. For example, by focusing data acquisition on the uncertain regions, we achieved a testing accuracy of 95% with 27% of an experimental HEA dataset, comparable to the accuracy (94.6%) of a random forest model trained with 80% of the full dataset (2198 quinary HEAs). Similarly, with just ∼2% of a CALPHAD dataset we achieved a testing accuracy for phase predictions above 96%, which is comparable to the accuracy (above 97%) achieved when an XGboost model is trained with nearly the full dataset (664,650 quinary HEAs). Thus, our approach greatly facilitates both computational and experimental exploration of HEA design spaces.

The Impact of Merdeka Belajar Kampus Merdeka (Emancipated Learning) and Motivation on Students’ Learning Outcomes in Higher Education in Indonesia

The implementation of Merdeka Belajar Kampus Merdeka (MBKM/Emancipated Learning) with a form of learning activity that is more involved in community life and a hybrid learning model is very likely to influence student learning outcomes. This study explores the impact of implementing the MBKM program, which emphasizes a learning approach integrated with community life and adopts a hybrid learning model. The objectives of this study are to analyze the determinants of students’ learning outcomes in the context of MBKM through hybrid learning and assess factors that affect student learning outcomes in the same learning model. The methodology used was a quantitative survey design. These research steps involved questionnaires that had been proven valid and reliable for data collection. The collected data was then analyzed using descriptive and inferential statistics, with path analysis techniques to understand the relationship between the variables studied. The results reveal that 1) The learning model has a significant influence on student learning outcomes; 2) Learning motivation has a significant effect on learning outcomes; 3) MBKM structure contributes significantly to learning outcomes; 4) The learning model has a significant effect on learning motivation, and 5) MBKM structure affects student learning motivation significantly. This research provides important insights into the effectiveness of emancipated learning (MBKM) and hybrid learning in higher education in Indonesia.

D-Learning: An Experimental Approach to Determining Student Learning Outcomes Using Augmented Reality (AR) Technology

This study investigates the impact of applying digital learning through the use of augmented reality technology in university education on student learning outcomes. The research strategy and design were developed with the aim of answering the following research questions: Do different forms of active learning using augmented reality (AR) influence student knowledge?; Is it possible to assess the impact of AR implementation in teaching on the quality of learning outcomes? The main goal of his research is to identify the information objects Situated, Games, and Research within the Active Learning information package and, based on them, examine and determine the existence, relationship, and intensity of connections of the created information construct Knowledge. The research was conducted through the application of an experimental technique with incorporated survey and knowledge test methods on a sample of 270 participants, in 3 groups of 90 students each. Knowledge was examined through initial tests and final tests for each form of the conducted experiment: Situated, Games, and Research. The obtained results were processed using statistical methods of calculating correlation coefficients and factor analysis. The results indicate that students taught through all forms of AR active learning achieve a statistically significantly higher level of knowledge, thus confirming the hypothesis. In conclusion, the obtained research results provide a basis for further research using the described methodology and the further development of educational application solutions based on new AR technologies.

Defining undergraduate medical students' physician identity: Learning from Indonesian experience

Introduction: Developing a professional identity involves understanding what it means to be a professional in a certain sociocultural context. Hence, defining the characteristics and/or attributes of a professional (ideal) physician is an important step in developing educational strategies that support professional identity formation. To date, there are still limited studies that explore undergraduate medical students’ professional identity. This study aimed to define the characteristics and/or attributes of an ideal physician from five first-year and three fourth-year undergraduate medical students. Methods: Qualitative case studies were conducted with eight undergraduate medical students from a private Catholic medical school in Jakarta, Indonesia. The study findings were generated from participants’ in-depth interviews using in vivo coding and thematic analysis. Findings were triangulated with supporting evidence obtained from classroom observations and faculty interviews. Results: First-year participants modeled their professional identities based on their memorable prior interactions with one or more physicians. They mainly cited humanistic attributes as a part of their professional identity. Fourth-year participants emphasised clinical competence and excellence as a major part of their professional identities, while maintaining humanistic and social responsibilities as supporting attributes. Several characteristics unique to Indonesian’s physician identity were ‘Pengayom’ and ‘Jiwa Sosial’. Conclusion: Study participants defined their professional identities based on Indonesian societal perceptions of physicians, prior interactions with healthcare, and interactions with medical educators during formal and informal learning activities. Keywords: Professional Identity Formation, Indonesia Undergraduate Medical Students, Physician Identity

Learning on the job: a close look at teachers’ informal learning in the workplace

ABSTRACT Professional learning is crucial, especially for teachers who prepare students for the future which changes very fast and requires various competencies. One way of the professional learning activities is formal learning, discussed due to deficiencies in organisation and fulfilment process. The other way is informal learning which may be found to be more powerful in the workplace compared to formal professional learning activities. The current study focuses on the interaction of eight English teachers regarding their informal learning in the workplace. The purpose is to determine the resources for their informal learning, their learning topics, and their needs to benefit from them more. It reveals three main resources for informal learning in the workplace interpersonal, intrapersonal, and learning by oneself. Various education and instructional issues can be informal learning topics among teachers, and peer supervision mostly fits the needs of teachers for more beneficial informal learning in the workplace.

Professional learning of academics enacting work-integrated learning

ABSTRACT New managerialism and neo-liberal discourses have re-shaped traditional academic practices towards the vocational aspects of higher education. One institutional response to the growing graduate employability policy agenda has been the introduction of work-integrated learning (WIL) within Australian universities, a form of learning to require academics to engage students in work-based or work-like settings to enhance their work-readiness. WIL has required new ways of working and learning for academics who are called on to act as a conduit between the university, students, and industry, raising questions about how academics are developing such skills and knowledge. Adopting the Theory of Practice Architectures, we draw on a study of academics enacting WIL at two Australian universities to consider the ways in which academics undertake professional learning to enact practices in pursuit of the project of WIL. Specifically, we discuss a different conceptualisation of professional learning where academics ‘come to practice differently’ (p. 3), challenging traditional views of learning as being the results of formal and informal learning activities. We consider how learning activities may enable or constrain academics in coming to academic practices differently.

Assess the Effectiveness of an Inquiry Based Learning Method in Microbiology for Undergraduate Medical Students

Two hours practical session in Microbiology for II MBBS students is most of the time monotonous, vague, teacher centric and not utilized time qualitatively by teaching faculty in conventional method. Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. To determine the student’s performance & effectiveness of inquiry-based learning method over traditional practical method by comparing once. To study students’ and faculty perceptions about inquiry based learning (IBL) method Prospective interventional analytical study was conducted for II MBBS students in department of Microbiology for four months. After Ethical committee approval and informed consent randomized selected 100 students of II MBBS divided into two batches; one for didactic practical and one for interactive new inquiry based teaching learning method. Four topics ( Staphylococcus, Streptococcus, Corynebacterium and M. tuberculosis) selected with 15 days interval from regular departmental teaching schedule. Structured the inquiry based questions to cover entire topic, post test papers and feedback forms and validated prior to start the study. Two hrs practical sessions divided into four parts. First half an hour introduction of the topic as routine didactic method, next half an hour we distributed the questions among students and told them to read, discuss and collect the information from the books or any other sources. Next half an hour discussed the questions and last half an hour conducted short test of 20 marks. Average score in tests was considered for analysis. Mean score was calculated and unpaired t test was applied. P value less than 0.05 was considered statistical significance. Students’ and faculty perceptions about inquiry based learning (IBL) method determined by taking questionnaire based feedback using Likert scale at the end of all four sessions. Mean score for topic Staphylococcus taken in traditional way was 9.02 with SD of 2.3 and that taken by the interactive inquiry based learning method was 14.6 with SD of 2.8 and t value 11.1. Mean score for topic Streptococcus taken in traditional way was 8.94 with SD of 2.6 and that taken by the interactive inquiry based learning method was 14.6 with SD of 2.9 and t value 10.2. Mean score for topic Corynebacterium taken in traditional way was 9.48 with SD of 2.4 and that taken by the interactive inquiry based learning method was 14.0 with SD of 2.7 and t value 8.8. Mean score for topic M. tuberculosis taken in traditional way was 9.38 with SD of 2.7 and that taken by the interactive inquiry based learning method was 14.2 with SD of 3.0 and t value 8.4. Improvement in the performance of the students was observed. Mean score was statistically significant (p value is 0.001) in all four topics conducted by interactive inquiry based learning method. Approximately 90% students agreed that the topic better taught in interactive inquiry based learning method and wanted to have more of such sessions.A positive feedback was received from the students and faculty members stated that the inquiry based learning method was very interesting and effective. The students were more alert, interested and receptive in the session. It helps how to utilized two hours practical time that enhance the interest of students and session become more interactive and informative. Student liked the method as it increases the interaction between teacher and students. It helps in integration of concepts and development of thinking skill. IBL method simplified and clarified concepts the topic, increased receptivity and questions increased attention span. It improves the confidence of teacher as well as students2.The study proved that inquiry based learning method is more effective than didactic method to understand the topic. Strengthen quality of teaching learning. Learners are encouraged to participate and interact.

Pengembangan Materi Pembelajaran Bahasa di Sekolah Dasar

Teaching materials are one of the important things in teaching and learning activities. To design learning, it is necessary to consider what kind of teaching and learning materials are needed to achieve learning objectives and achieve the required abilities, and for this reason it is necessary to develop teaching materials. In developing teaching materials, we can refer to two things: the context in which education takes place and the form of learning activities that take place. Contextual considerations are made to determine the packaging format for learning materials. For example, whether students bond with each other. Regarding the format of learning activities, teachers need to consider whether traditional teaching, distance learning, or a combination of both. Five factors must be considered when developing learning materials: student characteristics, format of learning activities, context in which training takes place, learning strategies, and tools for assessing learning outcomes.

Terrestrial Fern Diversity in Palak Siring Waterfall and Its Potential to Support Junior High School Science learning

The Palak Siring Waterfall is a natural tourism object located in Kemumu Village, Armajaya District, North Bengkulu Regency were the area have variety of vegetation. This research aims to analyze the Terrestrial Fern Diversity in that area. The benefits of ferns in an ecosystem are as one of the pioneer organisms that open and start a new life in an ecosystem, food sources, and planting media. The method used is transect by forming (five) plots based on the slope of the land, consist of flat, sloping, rather steep, steep, and very steep areas. Plot size of 20 x 20 m placed along the transect line. Based on the survey was found 22 species with 13 types of family ferns in the Palak Siring Waterfall. The Diversity Index value of ferns (pteridophyta) belongs to the medium category. This certainly indicates that there is a fern that can adapt to the environment as well as other plants in area. Diversity of fern have the potential to be applied to junior high school science learning through several Basic competencies, materials, and forms of learning activities.

Evaluation of UN SDG-related formal learning activities in a university common core curriculum

Purpose Higher education plays an essential role in achieving the United Nations sustainable development goals (SDGs). However, there are only scattered studies on monitoring how universities promote SDGs through their curriculum. The purpose of this study is to investigate the connection of existing common core courses in a university to SDG education. In particular, this study wanted to know how common core courses can be classified by machine-learning approach according to SDGs. Design/methodology/approach In this report, the authors used machine learning techniques to tag the 166 common core courses in a university with SDGs and then analyzed the results based on visualizations. The training data set comes from the OSDG public community data set which the community had verified. Meanwhile, key descriptions of common core courses had been used for the classification. The study used the multinomial logistic regression algorithm for the classification. Descriptive analysis at course-level, theme-level and curriculum-level had been included to illustrate the proposed approach’s functions. Findings The results indicate that the machine-learning classification approach can significantly accelerate the SDG classification of courses. However, currently, it cannot replace human classification due to the complexity of the problem and the lack of relevant training data. Research limitations/implications The study can achieve a more accurate model training through adopting advanced machine learning algorithms (e.g. deep learning, multioutput multiclass machine learning algorithms); developing a more effective test data set by extracting more relevant information from syllabus and learning materials; expanding the training data set of SDGs that currently have insufficient records (e.g. SDG 12); and replacing the existing training data set from OSDG by authentic education-related documents (such as course syllabus) with SDG classifications. The performance of the algorithm should also be compared to other computer-based and human-based SDG classification approaches for cross-checking the results, with a systematic evaluation framework. Furthermore, the study can be analyzed by circulating results to students and understanding how they would interpret and use the results for choosing courses for studying. Furthermore, the study mainly focused on the classification of topics that are taught in courses but cannot measure the effectiveness of adopted pedagogies, assessment strategies and competency development strategies in courses. The study can also conduct analysis based on assessment tasks and rubrics of courses to see whether the assessment tasks can help students understand and take action on SDGs. Originality/value The proposed approach explores the possibility of using machine learning for SDG classifications in scale.

Specyfika szkolenia przyszłych specjalistów przemysłu spożywczego w zmieniającej się rzeczywistości społecznej

The article examines the peculiarities of training future specialists in the food industry by introducing project technology into the educational process. Emphasis is placed on the development of students’ skills such as communication, creativity, cooperation, critical thinking and time management, which will help them to effectively adapt in a changing social reality. Professional training should promote the development of these skills through projects, group assignments, training and other active forms of learning. The categorization of projects is outlined, highlighting the significance of their practical focus, in particular, the increasing prominence of international trade and cultural interchange necessitates that future specialists possess a comprehensive understanding of global trends and cultural diversity. Furthermore, it emphasizes the need for adaptability to industry changes, underscoring the importance of training competent personnel within a dynamic social context. Consideration is given to the prospect of examining the correlation between social trends and the food industry, aiming to identify strategies for aligning the industry with evolving societal needs. The implementation of project-based approaches in the professional training of future specialists in the food industry is justified, highlighting the following design methods: the idea matrix method, role-playing method, analogy method, association method, brainstorming method, synectics method, and modeling method. These methods are characterized and practical recommendations for their effective utilization within research projects are provided.

Linguistic and communication application aspects of new practical training technologies

Project-based learning methodology development and implementation at the State University of Management have contributed to development, coordination, and efficiency of research and students’ project activities. The university has created a concept of project-based learning ecosystem adapted for students and aimed at developing their entrepreneurial abilities. The article emphasizes on the opportunities that the project method offers to improve the content and quality of learning process in higher education institution. The method also helps to increase motivation in learning. Project-based learning is provided in all educational programs. The possibilities of consultations on project-based learning in the Foreign Language course have been considered, the increase of students’ interest in this form of learning activity and foreign language learning in general during the study also have been noted.

Multiple Intelligence dalam Pembelajaran Bahasa Arab Bagi Pembelajar Non-Arab

The basic concept of multiple intelligence theory states that every language learner can learn through different intelligences because basically humans have many intelligences. At least there are several types of intelligence that are relatively independent of each other and can be formed and combined in a variety of ways. The purpose of this study was to determine the multiple intelligences in learning Arabic for non-Arabic learners, in terms of various aspects, and the influence of existing input on the evaluation. This library research uses the documentation method. The data analysis technique used in this library research is inductive analysis (al-tahlil al-istiqra'i). The results found that each language learner can learn through his different intelligence, and relates to the learning methods of each learner. The conclusion is that the implementation of learning based on multiple intelligences, which includes linguistic, logical-mathematical, spatial, kinesthetic-physical, musical, interpersonal, intrapersonal, and naturalist intelligence, can take the form of active learning by providing more opportunities for students to try and experience themselves as direct experience. (learning to do) so that they don't just passively listen and receive information from the teacher.

Harnessing H5P for Asynchronous Active Learning

Active learning, as defined by Bonwell and Eison (1991), involves students in doing things and thinking about what they are doing. Extensive research has highlighted the numerous benefits of active learning, including increased attendance rates (Kozanitis & Nenciovici, 2022), improved learning outcomes (Ruiz-Primo et al., 2011), reduced achievement gaps for underrepresented students (Haak et al., 2011; Theobald et Al., 2020), higher-order thinking skills, and enhanced student performance (Freeman et al., 2014). In comparison to traditional lectures, any form of active learning has proven to be beneficial to student learning (Schneider & Preckel, 2017). However, most research on active learning has focused predominantly on face-to-face synchronous classrooms, with little attention to active learning in online asynchronous environments. This presents an opportunity to explore design solutions that promote active learning in these asynchronous settings where students lack real-time interactions with educators and peers. The advent of HTML5 (HyperText Markup Language version 5) or H5P has the potential to revolutionise active learning in online learning settings. As a free and open-source content creation tool, H5P offers various interactive and engaging content types that enable students to interact directly with course material in meaningful ways. This interactivity encourages students to participate actively in their learning process rather than passively obtaining information from lectures. Drawing from two case studies conducted at an Australian university, this presentation highlights how H5P can be used to enhance active learning in online asynchronous courses. The first case study investigates the design of H5P training modules for a platform that supports researchers in humanities and social sciences in their sensitive data access management. This platform is part of a nation-wide project involving 12 partnering institutions and government agencies in Australia. The second case study explores the implementation of H5P learning activities in a Vietnamese language course over three years. In both cases, H5P is used as a plug-in within the Moodle learning platform. Data collection for these case studies included interviews with educators and learning designers, Moodle reports, and participant feedback surveys. The findings from the thematic analysis and the learning analytics revealed substantial benefits of using H5P for active learning, along with the technical and pedagogical challenges encountered during the design process. The presentation features exemplary cases and insights from the case studies to suggest H5P design solutions that foster active participation, reflective thinking, and knowledge construction for students in online asynchronous settings.