Barriers to Using the Blackboard System in Teaching and Learning: Faculty Perceptions
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Barriers to Using the Blackboard System in Teaching and Learning: Faculty Perceptions Talal Mohammad Al Meajel1 • Talha Abdullah Sharadgah2
Springer Science+Business Media B.V. 2017
Abstract In this digital age, the success of faculty members in adopting technology definitely affects the success of their students and ultimately the educational institution. However, there are many who have not incorporated technology tools such as Blackboard into their courses. Therefore, this paper investigated faculty perceptions of barriers to using the Blackboard system in teaching and learning. This study was conducted at King Saud University in Saudi Arabia during the 2015/2016 academic year. An online questionnaire was circulated to 117 faculty members in order to determine how they perceive barriers to using Blackboard. Findings of the study showed that academic rank, experience, gender, and training had statistically significant effects on faculty perceptions regarding barriers to using Blackboard in teaching and learning. However, there were no statistically significant differences on faculty perceptions regarding barriers to the utilization of Blackboard triggered by the use or non-use of Blackboard. The current study also showed that ‘technological barriers’ and ‘institutional barriers’ were the most highly identified barriers among the four categories of barriers explored in this study. The student barriers category came as a third important factor, while the faculty barriers category ranked at the lower end. Keywords Blackboard Barriers Faculty perceptions Use or non-use of Blackboard Teaching and learning
& Talal Mohammad Al Meajel [email protected]; [email protected] Talha Abdullah Sharadgah [email protected]; [email protected] 1
Curriculum and Instruction, College of Education, King Saud University, P.O. Box: 2458, Riyadh 11451, Saudi Arabia
2
AlKharj Community College, Prince Sattam Bin Abdulaziz University, P.O. Box: 1866, AlKharj 11942, Saudi Arabia
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T. M. Al Meajel, T. A. Sharadgah
1 Introduction There are a plethora of technological applications that support the educational process in higher education institutions. Such technological amenities have all the makings of transforming these educational institutions from a traditional learning environment to a technological environment based on creativity and interaction. Learning Management Systems or what is also called Course Management Systems ‘‘[have] been adopted by many institutions due to [their] ubiquity, easiness, and accessibility’’ (Mohsen 2014, p. 108). Blackboard is one of the major prevalent Learning Management Systems adopted by universities (Chang 2008). Blackboard is defined as ‘‘software package designed to help educators create quality online courses’’ (Choy et al. 2005, p. 130). The Blackboard system is increasingly popular among colleges and universities across the globe. The system has many features that support teaching and learning (Al-Naibi et al. 2015). One of these features is its ability to promote ‘‘int
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