Perceived Promoters of and Barriers to Use of a Learning Management System in an Undergraduate Nursing Program

Abstract

Abstract-Effective presentation of information is essential in teaching and learning. We assessed the promoters of and barriers to utilization of a learning management system, namely Blackboard ! (Blackboard Inc., Washington DC, USA), by undergraduate nursing students. We investigated their utilization of Blackboard ! and provided recommendations to improve their teaching and learning. We conducted a cross-sectional survey of 304 women in their second to fourth years of study using a validated questionnaire that evaluated their perceptions of Blackboard ! utilization. Data were collected between January and February 2017 and analyzed using descriptive and comparative statistics. The response rate was 67.5%. The most frequently reported promoters of Blackboard ! utilization were factors related to obtaining course specifications, materials, and grades (means: 3.54 ± 1.18, 3.54 ± 1.25, and 3.55 ± 1.34, respectively). The most commonly mentioned barriers to Blackboard ! utilization were factors related to loss of communication and feedback from educators (mean: 4.21 ± 1.05). Our results revealed that students experiences of using such systems are often negative, especially in terms of communication, interaction, and feedback. Investment in staff training and creation of new roles to monitor, maintain, and audit the quality of such systems are recommended.

Exploring lecturer and student perceptions and use of a learning management system in a postgraduate public health environment

“…Much of the research to date has focused on LMS features that influence student satisfaction, including a perceived inability to communicate efficiently with staff and other students through the LMS (Al-Drees et al., 2015; Alhosban and Ismaile, 2018; Damnjanovic et al., 2015; Kuo and Belland, 2016; Paechter and Maier, 2010). Other research has shown that, although students like the convenience of online learning (Heirdsfield et al., 2011), they are generally not happy with the amount and quality of interaction with staff and peers within the online learning environment (Cole et al., 2012).…”

Role of Learning Management System in Distance Education: A Case Study of Virtual University of Pakistan

“…(Moyle, 2010) Learning management systems (LMS) and online learning are interconnected. Consequently, every distant university is crafting its learning management system (LMS) and making it accessible with convenience for distant learners to get their education from remote & manageable areas (Alhosban, &Ismaile, 2018).…”

A Four-in-one Teaching Model for Fundamental Nursing Based on UCD Theory

“…Wherein, n is the number of courses evaluated; l is the serial number of objects participating in the evaluation; 0 ( ) l Ixyz  refers to the correlation coefficient of the lth object participating in the evaluation on the attribute of the Ixyzth index. This study gives the data processing results of the third-level index "degree of teaching resource level meeting teaching demand" 21 ( 1,2) I Z Z  in 2019, namely, the calculation results of correlation coefficient matrix F21Z, as shown in Table 4. The data processing of other third-level indexes is omitted here.…”

“…How to accelerate the cultivation of nursing personnel who adapt to the society, market, industry and future is a topic to be solved urgently by nursing education workers and managers. Fundamental Nursing covers basic nursing theory, elementary knowledge and skills which must be mastered by clinical nursing workers, and it is the foundation for learning specific nursing and also the core course of nursing personnel training [2]. Thus, teaching reform of this course is a focus of relevant educators.…”