Faculty Perceptions of Blackboard Learn as the Main Platform for Teaching and Learning

Mansoori, Afra Al; Taani, Osama; Aghar, Tania Al; McMinn, Melissa

doi:10.1109/acit57182.2022.9994211

Cited by 4 publications

(4 citation statements)

References 35 publications

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“…It was found that the BBC Learning English applica on was used by students with diff erent English profi ciency levels, but mostly with elementary and intermediate levels of language profi ciency. The eff ec veness of the applica on for these levels is covered in the works of such researchers as Al-Abidi, Owais and Alabedi (2023) and Al Mansoori et al (2022). The frequency of applica on use depended on the specifi c curriculum and credits, but EG students were found to use the applica on regularly, in par cularly when preparing for the exam and prac cal sessions.…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of the BBC Learning English Application for Building Students’ English-Language Strategic Competence

Konotop

2024

REDaPECI

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Aim. The aim of this article is to analyse the effectiveness of using the BBC Learning English application for building students’ English-language strategic competence. Methods. The research involved the following methods: survey, pedagogical experiment, expert evaluations. Standard methods of mathematical statistics were used to analyse the obtained results. Results. Research participants who used the application showed significantly better results in improving their speaking skills, expanding their vocabulary, and improving their skills in formulating and expressing their thoughts in English compared to those who did not use the application. The study also showed that using the application promotes active interactive learning and independent learning of the English language, which has a positive effect on student motivation and provides a sustainable positive effect in learning. Conclusions. Using the application improves the level of speaking competence, expands the vocabulary, and develops the ability to formulate and express one’s thoughts in English. Students who used the application regularly achieved better results in learning English compared to those who did not use the application. Prospects. Further research may focus on studying other digital means of foreign language learning.

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Section: Discussionmentioning

confidence: 99%

The Effectiveness of the BBC Learning English Application for Building Students’ English-Language Strategic Competence

Konotop

2024

REDaPECI

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“…While the Blackboard platform offers many valuable features, prior studies indicated its adoption by faculty was limited [7,8]. Several studies have been conducted to elucidate factors that could contribute to this phenomenon [9][10][11]. It was found that unawareness of e-learning benefits and limited technology familiarity posed key challenges against proper LMS adoption [12,13].…”

Section: Introductionmentioning

confidence: 99%

Investigating Academic Performance and LMS Metrics Under the Student-Assisted E-Learning Delivery (SAED) Initiative: Insights from a Large-Scale University Study

Altwijri,

Abdul-Wahhab Shahba,

Soufan*

et al. 2024

Interciencia

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Background: Learning Management Systems (LMS) have facilitated a pivotal change in educational practices by enhancing content dissemination and ena-bling data-driven insights on pedagogical strategies. However, their full poten-tial might not be realized without mutual engagement between faculty and stu-dents. The Student Assistant E-Learning Delivery (SAED) program addresses this by developing student-faculty partnerships leveraging trained student assis-tants to be active members of the e-learning delivery. Objective: This study evaluates SAED\'s impacts on student achievement and Blackboard engagement across a large, diverse university population using exploratory data analysis. Methods: Data from 2223 students enrolled in 24 university courses, both with SAED implementation and non-SAED controls, were analyzed. Course pass percentages, average section scores, individual student scores, and Blackboard platform metrics were compared between the SAED and control groups. SAED effects were evaluated overall and within subgroups determined by semester, sex, campus, discipline, faculty, and course. Results: The study observed high overall pass rates (98.1%) and average course section scores (4.3 out of 5.0), in-dicating robust academic performance. There was no significant difference in pass rates and scores between SAED and control groups. Notably, SAED had a positive impact on scores for female students and those in the Humanities/Social Sciences college, while it showed lower scores in males and in the Law/Political Science college compared to the control group. SAED yielded comparable Blackboard engagement to non-SAED control groups. Interestingly, higher ex-am scores were correlated with lower item counts on Blackboard. Conclusion: The SAED program offers an effective strategy to facilitate e-learning while achieving equitable outcomes to standard \"sole faculty-delivery\" approaches. However, findings reveal untapped opportunities to engage student assistants as partners in pedagogical innovation and course enhancement beyond basic sup-port roles.

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“…Among the many mobile learning subject areas, mobile-assisted language learning focuses on how various technologies can be used to enhance the learning process in order to motivate students (Aburezeq, 2013;Al Mansoori et al, 2022). Learning theories and practices within such a pedagogical framework are also influenced by the social and psychological development of individuals.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Using MS Teams Mobile Application on Language Learners’ Motivation During and After the Covid-19 Pandemic

Al-Abidi

Owais²,

Alabedi³

2023

WJEL

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Motivation has long been recognized as a critical component of language learners' success. According to Self-Determination Theory (SDT), an autonomously motivated student is more likely to be engaged in a learning activity. As the learners' needs for autonomy, competence, and relatedness ought to be accommodated, these basic psychological needs of learners (BPNs) must be addressed to sustain autonomous motivation. Although there is a substantial number of literature that addresses the role of these three components in the context of mobile-assisted language learning (MALL) and their relationship to autonomous motivation (Kohnke, 2020; Alamer, 2021b; Kartal, 2019; Ali, 2019), the use of Microsoft Teams is almost never addressed. This study aimed to examine the relationship between the informal use of mobile apps by teachers, such as messaging applications, and their students' levels of motivation. This study involved one group of students divided into six sections with the same level of proficiency, who were enrolled in a foundation course in English at a private university in the United Arab Emirates (N = 344). The students were studied over a period of time (Phase 1 and Phase 2 groups of the same population). The analyses were carried out by the use of ANOVA with repeated measures and a t-test. Participants' autonomy and competence were found to have increased slightly as a result of the study. The study, however, failed to demonstrate any significant impacts on anxiety, self-confidence, engagement with language tasks, nor on actual achievement.

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Faculty Perceptions of Blackboard Learn as the Main Platform for Teaching and Learning

Cited by 4 publications

References 35 publications

The Effectiveness of the BBC Learning English Application for Building Students’ English-Language Strategic Competence

The Effectiveness of the BBC Learning English Application for Building Students’ English-Language Strategic Competence

Investigating Academic Performance and LMS Metrics Under the Student-Assisted E-Learning Delivery (SAED) Initiative: Insights from a Large-Scale University Study

The Effects of Using MS Teams Mobile Application on Language Learners’ Motivation During and After the Covid-19 Pandemic

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