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This paper presented a case study for the foundation year subject Greenhouse Gases and Life (ABCT1D09) launched in PolyU in 2019/2020 semester one. We investigated the implementation of blended learning with outside classroom learning component and TAL pedagogies (technology-assisted laboratory classes, virtual lab and remote lab) in the traditional face-to-face (F2F) lectures with the use of institutional virtual learning environment (Blackboard LMS) to improve students' learning experience by enhancing students' engagement in this large GE class (90 students). Feedbacks from survey and students' reflective journal (i.e. 91% of students satisfied with the designed class activities and 75% of students found the learning experience was enjoyable), as well as the students' academic performance suggest this model brings positive impact to students' learning. The results obtained in the present study may offer more new learning opportunities in tertiary all-round education and inform the design of "new-normal” learning after the COVID-19 pandemic. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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Context: Nowadays, mobile applications (or apps) have become vital in our daily life, particularly within education. Many institutions increasingly rely on mobile apps to provide access to all their students. However, many education mobile apps remain inaccessible to users with disabilities who need to utilize accessibility features like talkback or screen reader features. Accessibility features have to be considered in mobile apps to foster equity and inclusion in the educational environment allowing to use of such apps without limitations. Gaps in the accessibility to educational systems persist. Objective: In this paper, we focus on the accessibility of the Blackboard mobile app, which is one of the most common Learning Management Systems (LMS) used by many universities, especially during the current COVID-19 pandemic. Method: This study is divided into two-fold. First, we conduct a survey using questionnaires and interviews to explore the extent to which students consider the Blackboard mobile app usability. A Total of 1,308 hearing students and 65 deaf and hard-of-hearing students participated in the study. Second, we collected 15,478 user reviews from the Google Play Store and analyzed the reviews to extract accessibility issues. Result: We observed that most deaf and hard-of-hearing students found difficulty in the Blackboard mobile app, compared to hearing students. Also, our app store analysis showed that only 31% of the reviews reported violations of accessibility principles that apps like Blackboard must comply with. This study highlights these violations and their corresponding implications to support LMS frameworks in becoming more inclusive for all users. © 2023 ACM.
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This article describes students' perceptions and satisfaction levels towards the Blackboard application, which they experienced as a learning tool throughout the design studio course they took during the Covid-19 pandemic. By making sketches, transferring ideas, sharing clear images, and accepting criticism in terms of satisfaction with the Blackboard system of instruction, it is attempted to understand the effects of features such as internet connection, technical infrastructure, and trainer. It has been observed that the lower grades of interior architecture students have a higher level of satisfaction with learning interior design through blackboard than the upper grade students © 2023 Ínanç Işıl Yıldırım & Rengin Zengel;published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License
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Gamification is one of the basic components that enhance the sustainability of learning management systems (LMSs) in improving learning outcomes and motivating learners to face challenges and continue effectively in implementing educational tasks. Some of the LMSs do not have an integrated structure for gamification, but there are some simple tools that can be relied upon in managing gamification processes, and among these is the Blackboard system. Blackboard is witnessing a high level of use in the educational process within King Abdulaziz University, as it has been the main e-learning system at the university since the COVID-19 pandemic. Accordingly, the present study was an attempt to identify the motivators and obstacles of employing gamification through the Blackboard system from the faculty members' point of view. The study relied on the interpretive paradigm, where a phenomenological approach was used to find out the motivators that encourage 12 faculty members at King Abdulaziz University to use gamification via Blackboard, and to identify the obstacles that might dissuade them. The results of the study were as follows: the main motivators included attracting attention, engaging in learning, motivation, and entertainment, while the main obstacles included time, digital skills, technical issues, lack of resources, contentment, and indifference. The results of this study suggest that while there are motivators for faculty members to employ gamification in electronic courses, there are still the same number of obstacles facing staff members in employing gamification in digital learning environments. © 2023 by the authors.
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With online examinations prevailing, academic integrity has become a concern. This study is to explore perceptions of online tests among students. An anonymous online survey was conducted among 156 students enrolled in the health professional courses from the CUHK Faculty of Medicine in the academic year 2019-2020. The majority preferred traditional onsite examination (75%) over online format type (25%) because of a less technical requirement (86%), immediate support from invigilators for unanticipated situations (74%), and easiness of focusing (64%);however, some prefer online examinations due to convenience (66%). The pressure and anxiety towards the study do not have significant differences. The reasons for cheating include the desire to pass (42%), peer influence (42%), outstanding grades (38%), and ease of browsing other websites (31%). The application of the blackboard system, Respondus LockDown Browser, with Zoom invigilation minimises the chance of cheating.
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During the past decade, higher education in the United Arab Emirates has seen increased integration of the newest educational technologies to facilitate the learning process. This can be a costly endeavor, often-substantial training is required to use the technologies, and improvements to educational quality because of their implementation are not easily measured. Research has found higher education faculty lack technological knowledge and skills, but less is known about how faculty perceive specific technologies. Learning management systems, such as Blackboard Learn, have previously been used to support the teaching and learning process, but during the COVID-19 pandemic and subsequent move to online learning, such systems often became the platform for all teaching and learning activities. This study aimed to investigate how BlackBoard Learn was being utilised and the perceptions held by faculty during this time in a higher education institute in the United Arab Emirates. Faculty were asked to assess items on a five-point scale and to write detailed answers to open-ended questions via an online survey. The results were generally positive;faculty were able to continue many of their teaching and learning activities. Faculty also reported on obstacles faced, however these challenges often referred to the online learning mode, rather than specifically to BBL. Implications and recommendations are discussed. © 2023 International Conference on Multidisciplinary Research. All rights reserved.
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During the past decade, higher education in the United Arab Emirates has seen increased integration of the newest educational technologies to facilitate the learning process. This can be a costly endeavor, often-substantial training is required to use the technologies, and improvements to educational quality because of their implementation are not easily measured. Research has found higher education faculty lack technological knowledge and skills, but less is known about how faculty perceive specific technologies. Learning management systems, such as Blackboard Learn (BBL), have previously been used to support the teaching and learning process, but during the COVID-19 pandemic and subsequent move to online learning, such systems often became the platform for all teaching and learning activities. This study aimed to investigate how BBL was being utilized and the perceptions held by faculty during this time in a higher education institute in the United Arab Emirates. Faculty were asked to assess items on a five-point scale and to write detailed answers to open-ended questions via an online survey. The results were generally positive;faculty were able to continue many of their teaching and learning activities. Faculty also reported on obstacles faced, however, these challenges often referred to the online learning mode, rather than specifically to BBL. Implications and recommendations are discussed. © 2022 IEEE.
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The COVID-19 lockdown adversely impacted the continuation of syllabi. Most pedagogical activities were halted as instructors lacked the knowledge, revised pedagogy, or resources to transition and continue these activities online and remotely. The study aims to outline procedures that can simulate contact lessons and assessments whilst minimizing student dishonesty and maximizing instructor mediation per Feuerstein's theory of mediated learning. Furthermore, the study aims to demonstrate the functionality of Blackboard in teaching and assessment activities. The study seeks to answer the question of what comprehensive strategies can be used to offer students an effective alternative to classroom lectures and assessments, in which student integrity is maintained, and instructor mediation is optimized? Blackboard was used as the learning management system in a second-year undergraduate chemical engineering module in 2020. Simulated lectures were created using the text-to-speech application. Discussion forums were created to allow students to address their queries and ask questions. Informal tutorial sessions were held over WhatsApp. Advanced adaptive releases ensured that students completed lectures per the outlined chronology. Tests were implemented in Blackboard using various measures to minimize student dishonesty. These measures included randomized question sets, and numerical variations in calculation questions. The 'Invigilator' application was also piloted to maintain assessment integrity by recording audio and preventing communication during the tests. The results showed that students were highly satisfied with the adopted pedagogy and assessment practices in this study. The online pedagogy ensured that students effectively processed the module content with adequate mediation from the instructor and tutors. Based on these results, an empirical framework was formulated to adapt traditional contact teaching and assessment approaches to online and remote practices. Despite the end of the lockdown, online and remote pedagogical practices are still used as they save time and travel costs for students and instructors. This framework can be universally applied to optimize and streamline current strategies to ensure practical, effective, and honest assessments online and remotely. © 2022 IEEE.
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The objective of this study was to study students' attitudes toward incorporating Blackboard into the teaching of English language learning courses during Covid-19. The sample consisted of 179 non-English-major students from a large Saudi University in Saudi Arabia. The study adhered to a mixed-method approach;for quantitative analysis, a survey was conducted to collect data from students, and interviews were taken to collect qualitative data. The quantitative analysis comprised descriptive statistics and correlations using SPSS. The qualitative data was examined through thematic analysis. The findings revealed that most of the students were satisfied with using Blackboard in English language learning courses during Covid-19. Moreover, most students showed an inclination to enroll in an online course in the future. The findings further revealed that English was taught successfully and effectively at a Saudi University in Saudi Arabia during Covid-19. Students preferred learning from Blackboard as it enabled self-education, learning without temporal barriers, ease of use, and diverse material. The researcher also recommended improvements to enhance Blackboard English language learning: activity diversification, communication with teachers, English language use during classes, and weekly lectures and live broadcasts. © 2023 Sciedu Press. All right reserved.
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The aim of the paper is to discuss and analyze the effect of the Corona Virus (COVID-19) pandemic on the higher education sector across the word. In addition, it aims to highlight the challenges and opportunities it has created for the Higher Education Institutions (HEIs) by migrating to the online learning mode. Therefore, the current study has underlined various areas of technology used in the higher education sector transformation enabling HEIs' a smooth migration towards the online/distance delivery mode, that was mainly due to the COVID-19 pandemic and its repercussions. The findings revealed that the COVID-19 pandemic and its repercussions have provided HEIs the opportunity to be operating through online learning mode, while other HEIs have significantly struggled through the process, with some of them were required to postpone their classes till the overall conditions allow them to resume physical face to face classes. The findings have significant implications suggesting that even if the COVID-19 pandemic situation is cleared, HEIs are highly advised to consider the implementation of online learning mode, or at least the hybrid mode of learning. Moreover, HEIs are highly advised to re-think about their budgets allocations and re-adjust them based on the experience and outcomes of the COVID-19 pandemic.
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Purpose>The blackboard learning system is an online platform designed for e-learning employed by higher education institutes like universities that facilities students to continue learning and educational activities. This study explores the determinants that affect students' acceptance and use of Blackboard learning system (BLS) in Pakistan utilizing the modified UTAUT framework with social isolation as an additional variable.Design/methodology/approach>A questionnaire survey was conducted, and the study gathered 494 university students' responses in Pakistan as participants. The collected data were interpreted applying PLS-SEM version 3.2.3 software.Findings>The study's findings exhibited that PE, EE, FC and SI are the prime determinants influencing the intention and use of BLS in Pakistani universities. Hedonic motivation and social isolation interact differently between UTAUT variables and use intention. The results verify the suitability of the applied theory in the background of the study.Research limitations/implications>However, the findings highlight the present understanding of BLS use from the learners' aspect, but the study's limitation cannot be evaded. The study respondents belonged to a specific region of Pakistan (Karachi) that might influence the usefulness of the outcomes. Other factors categorized as the environmental, system and organizational elements were not part of the study that may also differentiate the BLS acceptance. The model was extended by including the social isolation, but the effect is insignificant yet positive;therefore, it is required to evaluate the model differently, such as the organizational aspect, for future research. Moreover, the ethnic factors that vary in emerging and developed economies may provide different explanations;therefore, they can be incorporated in future studies. Likewise, the variables such as hedonic motivation need to be emphasized more by examining and evaluating its effect on students' education performance in the future.Practical implications>The outcome of the study suggests some implications. At first, being the modified framework UTAUT2 application makes the collaboration appropriate according to the current phenomena of the COVID-19 pandemic and its contribution to the higher education region to analyze the acceptance of e-learning systems. Educational institutions within Pakistan would emphasize enhancing students' accomplishment by improving the interface and the blackboard learning system workability. Hence, learners' effectiveness in learning would be escalated;they would be encouraged to accomplish study objectives using BLS, particularly when they consider it easy to use and a useful platform for e-learning during the pandemic. Furthermore, enhancing the e-learning system in the context of the effort demands to be required to utilize BLS should be the foremost objective as learners would be motivated to accept the technology if they consider it simple, convenient, and user-friendly to adopt. Thus, the benefits of using BLS during this situation when universities are not operational will make students adaptable to change in the prospect. Learners will accept the model of online education, even if the universities become operational. However, it can increase the rate of earnings and revenue for universities as they can enroll in online and regular classes. Therefore, it is suggested that higher education management should create a resilient online platform by which facilitators can communicate with learners without any obstacles.Social implications>Hence, it is recommended to introduce the online short course, qualification, certified courses and integrated coursework with international ventures and ongoing classes. Numerous learners continue their studies along with the job. Therefore, it is suggested to introduce online programs for those learners. Another benefit would be that it offers an integrated platform for sharing knowledge. BLS offers to maintain the complete information in one place, and learners can see them as per their conve ience based on their availability. This reduces the burden on administration related to keeping the educational material and resource in various files. Thus, it also reduces the expense of universities. It is suggested to emphasize encouraging the use of BLS through an effective plan that can assist in execution and help learners identify the technology features rather than to face difficultly to accept the change. Moreover, the acceptance of BLS for educational purposes verifies that other learning events can occur on the online platform. Thus, it is recommended to promote the origin of the online atmosphere and the initiation of other events. Globally, dynamics are changing frequently and continuously and are moving towards artificial intelligence systems;the circumstances are suitable for promoting online educational platforms' acceptance by incorporating it with the current educational arrangement.Originality/value>The study provides recommendations for the research to be conducted to explore the modified framework in different regions and boundaries to evaluate the effect of other factors on adopting e-learning platforms.
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Recently, the education systems are going through a huge change because of the coronavirus crisis (COVID-19). Technology made people's communication more effective, fast, and easy. This technology-based education is known as electronic learning (e-learning). Education has changed immediately from the traditional way (face to face) to e-learning on digital platforms during COVID-19. This paper aims to measure the trend toward e-learning due to the COVID-19 pandemic. A survey was used for students, teachers, employees, and faculty members in the Saudi community to collect their feedback. The total number of participants in this research was 105. The findings show how the COVID-19 pandemic affects education and how e-learning markets have been increasing. According to the survey's feedback, most responses were from colleges and higher education students who showed that e-learning has a positive effect during quarantine. The educational platforms have served many students around the world. Furthermore, this study shows how the Saudi government dealt with this pandemic and supported the students to complete their education. © 2022 IEEE.
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This study offers an analytical portrayal of the resilience that learning management systems (LMSs) provide to higher education institutions. It analyzes the previous literature on various educational settings during the COVID-19 pandemic to identify the LMS adoption process, followed by a focus on Qatar University’s adoption of Blackboard and how this offered a smooth transition to online and blended learning during the pandemic. The main purpose of this research is to provide an overview of how the effective adoption of a LMS by higher education institutions can enhance the resilience of the teaching-learning process in a changing educational landscape. A qualitative case study is conducted to present the process Qatar University went through to adopt Blackboard in its educational system, followed by an examination of the impact of this adoption on resilience during the COVID-19 pandemic. This case study is conducted through a qualitative content analysis of the resources available on the official Qatar University website, including information from the Center for Excellence in Teaching and Learning (CETL) and Student Learning Support Center (SLSC), other sources on the website such as newsletters and announcements, and datasets provided by CETL. The research employs the theory of diffusion of innovation to evaluate the effectiveness of the adoption of Blackboard. The value of this paper lies in establishing a link between the LMS adoption process and its role in overcoming academic disturbances. The limitations and recommendations are considered. © 2022, International Journal of Information and Education Technology.
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The success of faculty in adopting technology in this digital era has a direct impact on the success of the students and, eventually, the educational institution. Many teachers, on the other hand, have yet to implement technological tools such as Canvas into their classes. As a result, this study looked at art universities lecturers' opinions of variables influencing actual blackboard use, as well as their desire to utilize the lesson plan in learning and teaching during the COVID-19 Pandemic. The TAM model and the unified theory of acceptance and use of technology (UTAUT) were used to analyze lecturers' satisfaction with the blackboard and their desire to continue using it, as well as the actual usage of blackboards. A survey of 159 professors using Canvas in art instruction at five Saudi Arabian public institutions yielded the research findings. In addition, structural equation modeling (SEM) was used to evaluate the study model as well as the mediating relationship between factors influencing the desire to implement the lesson in learning and teaching during the COVID-19 Pandemic. According to the study's findings, superior impact, performance expectation, effort expectations, enabling conditions, and reported enjoyment all had statistically significant effects on perceived usefulness (PU) and perceived ease of use. The current study discovered that PU and perception of use had statistically significant influence on behavior intent, actual blackboard usage, and lecturers' happiness with utilizing blackboard in learning and teaching during the COVID-19 Pandemic. Furthermore, the results demonstrate that lecturer's intention to continue utilizing chalkboard in learning and teaching during and after COVID-19 Pandemic was influenced by actual usage of blackboard and reported pleasure. The findings are useful for education based, regulators, and practitioners who seek to create and enhance effective methods to use e-learning systems during and after the COVID-19 Pandemic.
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The COVID-19 pandemic has shifted English teaching to online platforms, such as Blackboard Collaborate, but whether online platforms affect the acquisition of core English language skills like speaking has yet to be studied extensively in the Saudi context. This study addressed and analyzed the perceptions of English as a foreign language instructors and students at the University of Jeddah, Saudi Arabia concerning the use of Blackboard Collaborate to develop speaking skills through an explanatory sequential mixed-method design. In the first phase, participants completed an online cross-sectional questionnaire for the quantitative approach. Data analysis revealed positive perceptions of speaking skill development through Blackboard Collaborate among both students and instructors. Female students and less experienced instructors reported more satisfaction with learning English through Blackboard Collaborate than male students and experienced instructors, respectively. In Phase 2, the researcher conducted in-person interviews with 10 instructors and 10 students, focusing on three areas: the Blackboard Collaborate user experience, instructors' and students' beliefs, and the challenges of and suggested improvements for Blackboard Collaborate. Instructors and students were fully aware of how to use the platform, and their motivation to use it was very high. This study further uncovered how Saudi students have shifted their learning style from passive to active learning following the student-centered approach. It also highlights the benefits Saudi women gained, as they were more comfortable practicing conversation through Blackboard Collaborate and the avoidance of cultural barriers. Studying the effects of culture on language learning through technology is a necessary direction for future
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Blackboard is a collaborative virtual learning tool used for higher learning that has been found to be an effective and efficient means of interactions between teachers and students and offers effective educational information management. The aim of this research work is to assess the preclinical and clinical dental students' perception of Blackboard Collaborate as a quality teaching and learning tool as well as to find out areas that might appear as barriers to quality teaching and learning. This cross-sectional study was conducted online using survey monkey involving 245 dental students who had participated in the virtual classroom lectures during the pandemic with 18 students not completing the survey. The survey instrument was a nine-item questionnaire that included the age, sex, and year of study of the students as well as previous exposure to online lectures. The data collated was analyzed using IBM Statistical Package for the Social Sciences (SPSS) Statistics for windows version 22. Among 245 respondents that were enrolled in the study, 227 respondents completed the survey, of which 58.1% (n = 132) were male while 41.9% (n = 95) were females. Of the 227 respondents that completed this study, 74.8% (n = 170) of them experienced minimum to moderate technical problems regarding connectivity during the online sessions while 1.8% (n = 4) of the respondents experienced very severe technical problems. The majority of the respondents 54.2% (n = 123) support the continuation of online lectures even after the pandemic. In conclusion, we found a positive perception of our respondents to online lectures using Blackboard Collaborate. Internet connectivity as well as a decline in the comprehension of the lectures as compared to face-to-face learning were found as barriers to online learning.
Subject(s)
Education, Medical, Undergraduate , Cross-Sectional Studies , Female , Humans , Male , Perception , Saudi Arabia , Students, DentalABSTRACT
The ongoing COVID-19 pandemic has brought online education to the forefront of pedagogical discussions. To make this increased interest sustainable in a postpandemic era, online courses must be built on strong pedagogical foundations. With a long history of pedagogic research, there are many principles, frameworks, and models available to help teachers in doing so. These models cover different teaching perspectives, such as constructive alignment, feedback, and the learning environment. In this paper, we discuss how we designed and implemented our online Natural Language Processing (NLP) course following constructive alignment and adhering to the pedagogical principles of LTU. By examining our course and analyzing student evaluation forms, we show that we have met our goal and successfully delivered the course. Furthermore, we discuss the additional benefits resulting from the current mode of delivery, including the increased reusability of course content and increased potential for collaboration between universities. Lastly, we also discuss where we can and will further improve the current course design. ©2021 Association for Computational Linguistics.
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Globally, Covid-19 has created unparalleled challenges at all levels of education. In view of this, Umm Al-Qura University (UQU) introduced electronic learning in education as a measure to limit the pandemic's effects. In this study, a comparative, cross-sectional approach was taken to explore the use of electronic learning as an active teaching model. The Blackboard was utilized to aid knowledge retention and transform pharmacological knowledge from theoretical to practical knowledge. The study was conducted between January 2020 and April 2021 with 415 pharmacy students. Students felt that content saturation and traditional lectures were critical obstacles for active teaching. Meanwhile, integrated active intellectual teaching methods, including flipped classrooms and practical video simulations, facilitated students' engagement. As contemporary teaching methods are required in modern education, UQU has sought to empower excellence in education and transform the teaching of pharmacology during the pandemic. © HEAd 2022. All Rights Reserved.
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The era of COVID-19 compelled universities to design and deliver courses online. However, the successful design and delivery of online courses should embrace community. This study correlates the actual use of text interaction in English as a Foreign Language (EFL) virtual classes (VC) and its impact on the sense of virtual community (SOVC). To achieve the study's goal, three groups of preparatory year (PY) students at Najran University studying online through Blackboard in the era of COVID-19 represent the participants. The study used data sources of the analysis of nine archival data of Reading course, Listening and Speaking course, and Writing course VC using Schullo model and the SOVC questionnaire adopted from Koh and Kim and an individual interview of nine instructors to get thorough interpretations of text interaction during VC. The study provided detailed information about what type(s) of text interaction participants used in EFL virtual classrooms. It also explored the impact of VC text interaction on EFL students' SOVC. The study found that text interaction in EFL VC enhanced students' SOVC. The findings supported that text interaction had both academic and social values. The study contributed to the theory of SOVC and brought recommendations on how educators can take advantage of VC text interaction in the EFL context.
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The study critically examines the features of three e-learning platforms: Blackboard (BB), Google Classroom, and Zoom. It provides an in-depth analysis of the digital learning platform’s effectiveness in a pandemic like the COVID-19. It synthesizes the strengths and limitations of the selected e-learning platforms for English language teaching. The study focuses on authentic e-learning platforms’ potential to encourage English as a Foreign Language (EFL) teachers and learners to take the challenge of adapting to a transforming world that could engage them in e-learning innovation. The research was conducted in the first period of quarantine during the COVID-19 pandemic in Saudi Arabia. An electronic survey of 36 items was conducted to identify three different countries’ 101 EFL teachers' perceptions about the performance of these platforms. The survey comprised three questionnaires for each e-learning platform with six parts, namely, accessibility and usability, efficiency and convenience, communication and interaction, teacher's attitude, teacher's satisfaction, and e-learning experience during the COVID-19 pandemic. The data was analysed using Minitab 16 Statistical software. The internal consistency of the survey was measured through the values of Cronbach's Alpha. Other statistical measures such as mean, standard deviation, and agreeable rate (AR) were used to portray the efficacy of each application. The results of the survey indicate that Google Classroom (Ave. AR = 72.92%, Ave. Mean = 3.887) is the most effective e-learning platform, followed by BB (Ave. AR = 68.09%, Ave. Mean = 3.694), and lastly Zoom (Ave. AR = 61.85%, Ave. Mean = 3.544), according to the participants. Furthermore, the findings indicate that free E-learning platforms like Google Classroom could be more beneficial for developing countries, whereas BB Learning Management System (LMS) works best for the developed countries. The research findings should be of interest to the language learners and help teachers and policymakers design e-learning environments to make the learning process feasible in and out of an international global crisis. © The Authors.