INTERACTIVE AND MULTIMEDIA-BASED DIGITAL TEXTBOOKS FOR FLIPPED LEARNING

Abstract

Purpose: The aim of this study was to explore the practices and challenges of teachers using interactive and multimedia-based Digital Textbooks (DT) in International Baccalaureate Science Diploma Programs (IBDP) and investigate whether they could support student-centered learning methods such as Flipped Learning (FL). Theory: The study employed Activity Theory to investigate activities of teachers in their school environments. Method: Perspectives, practices and challenges of seven teachers were captured through semi-structured interviews and non-participatory observations of classroom teaching activities over a period of 4 weeks. Results: The study found that the DTs supported teaching activities for Flipped Learning, helped teachers to create solutions for diverse ability classrooms and aided selfdirected learning of students. When integrated into teaching, DTs served as an additional interaction channel between teachers and their students. However, the level of integration among teachers was uneven due to significant differences in perceived benefits. Further, the findings showed that the availability of the DTs to students did not automatically translate into motivation of use and engagement. Thus, it is recommended that teachers identify and employ strategies and share their experiences to facilitate learning with the DTs. The current and future anticipated needs of teachers identified in this study should be also considered by the developers. Further, the study proposes the investigation of student motivation and engagement with DTs with a focus on learner needs in higher and standard level study tracks.