External factors affecting blackboard learning management system adoption by students: Evidence from a historically disadvantaged higher education institution in South Africa

Matarirano, Obert; Panicker, Manoj; Jere, Nobert; Maliwa, A.

doi:10.20853/35-2-4025

Cited by 16 publications

(8 citation statements)

References 49 publications

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“…The evaluation in these cases becomes more complex, mainly when it is used in long self-reporting surveys or when it comes to quantifying all these included factors. Recent studies assure the positive effect of self-efficacy on perceived students' behavior in using E-learning [22,37], which are consistent with the obtained results in our research. Here the results are additionally compared with actual usage figures.…”

Section: Discussionsupporting

confidence: 93%

The perception of engineering students and instructors in a Saudi University toward E‐learning

Jabali

2022

Comp Applic In Engineering

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This study is designed to assess engineering students' and instructors' perceptions toward using E-learning relative to their actual use metrics.A cross-sectional survey was designed to assess perspectives among all undergraduate students from five engineering departments, in addition to those students at the general engineering level. Meanwhile, a different survey was designed and sent to the college instructors to explore their perceptions of their teaching courses. Finally, analytics data from the learning management system (LMS) log data were obtained for comparison. Additionally, the perceptions were evaluated against demographic factors for each group. The differences between both perspectives of students and instructors toward E-learning tools are seen particularly in assessing the use of E-learning communication, and assessment capabilities. Instructors mainly use the LMS to post material rather than taking full advantage of the other E-Learning environment tools (communication, assessment, etc.) to promote a stronger interaction with students and foster student learning. The instructors' focus on using LMS for posting the course material is about 72%, while 68% of students have the same view on using LMS access the course material. Furthermore, the use of LMS as a communication tool is considered by about 56% of students compared with 47% of instructors who agree on this opinion. The portion of instructors perceiving the LMS as non-difficult is 37%, while there is about 25% of them who took the opposite opinion. In the students' side there is about 52% who considers the LMS as non-difficult compared to 20% who consider it as difficult. But investigating the log data of the LMS shows that the actual use frequency is rather low indicating an overestimated use of the LMS.The apparent overestimation of the students' and instructors' level of E-learning usage has stemmed from the lack of or weak E-learning culture.The analysis of the collected data shows that the length of LMS experience of the instructors has more effect on overall perception of the online courses than academic experience, rank, or academic department. Furthermore, it is revealed that the student's academic year significantly affects how these students assess the courses and instructors' interaction, while the department to which the student belongs is affecting some but not all elements of the

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Section: Discussionsupporting

confidence: 93%

The perception of engineering students and instructors in a Saudi University toward E‐learning

Jabali

2022

Comp Applic In Engineering

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“…Students are of the opinion that learning material, in particular, audio-video files act as a guide to delve deeper into building their own knowledge (Conole et al 2004, 24). Matarirano et al (2021) too found low utilisation of the LMS by students at Walter Sisulu University. Their findings show that students preferred visual material.…”

Section: Discussionmentioning

confidence: 90%

Looking closely at what they say and what it tells us: Experiences in a digital learning space

Khoza¹,

Merwe

2022

SAJHE

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This study explores lecturer and student experiences of using the Learning Management System (LMS) within a Faculty at a South African University. The results of the study highlight the extent to which lecturers and students engage with the LMS. This article aims to determine the following: 1) the value that lecturers and students place on using the LMS as a platform to facilitate learning and teaching, 2) the typical resources, activities and assessments that lecturers and students place value on and why, and 3) to compare lecturer and student perspectives on the best utilization of the LMS. Quantitative data were collected from the LMS and qualitative data collected from lecturers and undergraduate students through questionnaires and focus groups. A Social Constructivist framework was adopted as a lens for analysis of collected data. The results show resources are valued the most by both lecturers and students but the majority of students only access, on average, just more than half of the postings. In terms of the constructs of the Social Constructivist framework, Learning and Connectedness showed positive responses, while improvement is necessary for Making Meaning and Agency. Keywords: agency, connectedness, digital learning space, Learning Management System, making meaning, learning opportunities, value

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“…As teaching and learning shifts from face-to-face to totally online, having an easy-to-use Blackboard that allows lecturers and students to learn independently will undoubtedly result in more engaging teaching experiences and enhanced teaching and learning ( Han and Shin, 2016 ). It is vital for education, particularly for students from underprivileged backgrounds, to develop ways to make the use of technology fun in order to fully benefit from learning management systems such as Blackboard ( Matarirano et al, 2021 ). As a result, this research shows that using Blackboard as an online LMS can have a favorable impact on lecturers’ performance during the epidemic, resulting in more engaging teaching experiences.…”

Section: Discussionmentioning

confidence: 99%

Art education lecturers’ intention to continue using the blackboard during and after the COVID-19 pandemic: An empirical investigation into the UTAUT and TAM model

Almogren

2022

Front. Psychol.

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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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External factors affecting blackboard learning management system adoption by students: Evidence from a historically disadvantaged higher education institution in South Africa

Cited by 16 publications

References 49 publications

The perception of engineering students and instructors in a Saudi University toward E‐learning

The perception of engineering students and instructors in a Saudi University toward E‐learning

Looking closely at what they say and what it tells us: Experiences in a digital learning space

Art education lecturers’ intention to continue using the blackboard during and after the COVID-19 pandemic: An empirical investigation into the UTAUT and TAM model

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