Teaching and Learning English as a Foreign Language Speaking Skills through Blackboard during COVID-19

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

Adopting Online Teaching and Learning Utilizing AI Technology Enhancements Throughout the COVID-19 Pandemic and Beyond

Since 2019 the Covid-19 Pandemic has had a significant impact on the daily lives of the populations of the world. Education was no exception, this was a sharp change to online teaching, which was the only available option to keep the education system working. At that time, the education sector was rapidly adapting and attempting to use a variety of online tools, such as Microsoft Teams, Blackboard Collaborate Ultra and Zoom to name a few. Therefore, using these tools for online teaching and learning required significant operational change, that had to happen at pace, as current teaching and learning was scheduled for Face-to-Face (F2F). In addition, greater use was made of Learning Content Management Systems (LCMSs) such as Moodle and Blackboard, which was an existing set of tools. Contemporaneously, these tools were adapting to the teaching and learning by adding additional features, based upon feedback for users. This paper examines some experiences of delivering higher education courses during the COVID-19 pandemic, where it examines the online teaching and learning tools Microsoft Teams and Blackboard Collaborate Ultra, and explores how AI can be used to enhance the process of teaching and learning online. Finally concludes with a summary of the main outcomes.

Perceptions of university teachers and students on the use of Blackboard Collaborate as a teaching tool during virtual learning due to the COVID-19 pandemic

The COVID-19 pandemic, challenged university authorities and teachers to consider how to continue teaching their courses in distance learning. On one hand, most higher education teachers found it necessary to develop skills to teach and evaluate in virtual learning environments in a short time. On the other hand, students had to continue developing both their technological and social skills, as well as their autonomy, since distance education requires greater commitment and discipline [1] y [2]. Blackboard Collaborate, with its video conferencing, text, voice, chat, and interactive whiteboard is a synchronous tool that allows teachers and students to interact in real time. This qualitative study used a phenomenological design to analyze the perceptions of 10 teachers and 25 students in their final year at university, on the impact and challenges of the use of Blackboard Collaborate as a teaching-learning tool in the framework of education in line in the pandemic context. Qualitative data was collected and analyzed. Two instruments were implemented, semi-structured interviews were used with teachers and an online survey with students. It was found that the use of the Blackboard Collaborate is perceived by both study groups as a tool that facilitates the teaching - learning process. It allows interaction, the development of general competences and to monitor the progress of students' activities during the synchronous sessions. However, this is not considered by the participants as a tool that facilitates bonding during class because it might be affected by technical and connectivity difficulties. A platform that is used in 90 countries reaching 100 million users in educational settings including higher education and schools use Blackboard Collaborate as a tool for teaching [3]. The relevance of this study lies in the fact that there are no previous studies carried out in Peru and Latin America that explore, contrast, and show both, the perceptions of teachers and students on the use of the Blackboard Collaborate tool. © 2021 IEEE.

Online anatomy team-based learning using blackboard collaborate platform during COVID-19 pandemic.

During the COVID-19 pandemic, many educational institutions followed the blended learning system. Using the participants' opinions, we evaluated the Blackboard (Bb) collaborate platform for online team-based learning (TBL) sessions for undergraduate students from different medical programs in the KSA. The participants were students on the MBBS Program (157 year two and 149 year three), together with 53 students in year one of the Nursing Program, 25 in year two of the Doctor of Pharmacy Program, and 11 in year two of the Medical Laboratory Sciences Program in Fakeeh College for Medical Sciences, (FCMS) KSA. To assess students' recall, engagement, and satisfaction with the sessions, an online TBL plan was designed and reviewed by the Medical Education Department. The students completed an online survey at the end of each session. All responses in this study showed a statistically significant positive difference from the neutral mid-point response (p < 0.05), reflecting high satisfaction. In the MBBS Program, the survey was completed by 40 students in year two and 76 in year three. The mean responses were 4.1 ± 0.3 and 3.9 ± 0.2 respectively (mean ± SD). In the BSN Program, 19 students completed the survey. The mean response was 4.6 ± 0.2. In the Pharm D Program, 10 students completed the survey. The mean response was 4.9 ± 0.12. In the MLS Program, eight students completed the survey. The mean response was 4.8 ± 0.12. It was concluded that online TBL using Bb collaborate is a successful anatomy-learning tool among FCMS students on different programs.

Adapting Blackboard-Collaborate Ultra as an Interactive Online Learning Tool during the COVID-19 Pandemic.

BACKGROUND: The 2019-2020 coronavirus pandemic has affected educational systems worldwide, leading to widespread closures of schools and universities and social distancing. Hence, the shift to an online tool was required. AIMS AND OBJECTIVES: The main problem postulated is the lack of student-teacher interaction that occurs with online learning. METHODS: The Blackboard Collaborate Ultra platform was used to deliver lectures on clinical biochemistry and the reproductive module to our students. Our main goal was to achieve students' engagement and interaction. RESULTS: There were 189 male students enrolled in the reproductive module. The attendance rate was 93%-95%. The download of the recording was 100%. The active participation rate was up to 87%. Hence, Blackboard Collaborate Ultra's virtual classrooms are very useful tools for online interactive lecturing. CONCLUSION: Based on this experience gained, we could conclude that interactive virtual classroom lecturing can be used in addition to or instead of traditional lectures during ordinary situations as a successful online learning community tool.