The Effectiveness of Blended Learning Based on Blackboard in Immediate and Delayed Achievement and Retention in a Physics Course among Health Colleges Students at King Saud University (KSU)

Sawaftah, Walid A.; Aljeraiwi, Abdulmajeed A.

doi:10.24200/jeps.vol10iss3pp476-497

Cited by 5 publications

(4 citation statements)

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“…The present study is compatible with the former studies in the objective; investigating the effectiveness of e-learning in the development of academic achievement (Al-Kandri, 2013;Al-Kadri, 2013;Abdel Aziz, 2014;Al-Materi, 2016;Sawafta & Al Garewai, 2016), study skills (Al-Washahy & Amaar, 2015), and self-confidence (Al-Ghamdi & Afshi, 2017). Previous studies aimed to investigate the effectiveness of blended teaching, based on the e-learning management system "Blackboard", in the development of various variables, such as academic achievement (Al-Kandri, 2013;Al Kadri, 2013;Abdel Aziz, 2014;Al Matari, 2016;Sawafta & Al Garewai, 2016), motivation to e-learning (Al-Kandri, 2013), learning competence (Abdel Aziz, 2014), development of information search skills (Al-Agami,2015), learning retention (Sawafta & Al Garewai, 2016) and motivation to learning (Al-Matari, 2016). The present study matches the former studies concerning the academic level of the participants; university students.…”

Section: Review Of Literaturesupporting

confidence: 88%

“…Results showed statistically significant differences in the cognitive test and card of information search favoring the post-test. Sawafta and Al-Garewai (2016) investigated the effectiveness of blended teaching, based on the e-learning management system "Blackboard", in direct and delayed achievement of physics and learning retention among the students of Health Colleges, King Saud University. The study sample consisted of (53) students divided into two groups; where the experimental group of (25) students studied physics by Blackboard-based blended learning, the control group of (28) ones studied the same course traditionally.…”

Section: Review Of Literaturementioning

confidence: 99%

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The Effectiveness of Blackboard-Based Blended Teaching in the Development of Academic Achievement, Study Skills and Self-Confidence among Students of Princess Nourah bint Abdulrahman University

Alotaibi¹

2017

IES

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The present study aimed to investigate the effectiveness of blended teaching, based on the e-learning management system "Blackboard", in the development of academic achievement, study skills and self-confidence among the students of Princess Nourah bint Abdulrahman University (PNU). The study sample consisted of (38) female students who were specialized in primary classroom at the University. The participants were randomly selected, where the experimental group was (21) female students who were taught the course of "Science Teaching Strategies" by blended teaching based on the e-learning management system "Blackboard", and the control group was (17) ones who studied the course by the traditional method of teaching. Pre and post tests for academic achievement, the scale of study skills and the scale of self-confidence were applied to the participants. The results showed statistically significant differences at the level of (α ≤ 0.05) between the average scores of the students of the two groups in the academic achievement test in favor of the experimental group. Eta squared (η2) was (0.75) rated very high effect. There were no statistically significant differences in both the degree of university study skills and self-confidence.

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Section: Review Of Literaturesupporting

confidence: 88%

Section: Review Of Literaturementioning

confidence: 99%

The Effectiveness of Blackboard-Based Blended Teaching in the Development of Academic Achievement, Study Skills and Self-Confidence among Students of Princess Nourah bint Abdulrahman University

Alotaibi¹

2017

IES

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“…Educators in higher education institutions are now inclined to using technology-driven approaches to course delivery either by prioritizing blended learning in VLEs or fully implementing instruction in the medium of technology-based platforms instead of traditional classroom environments and their respective teaching methods (Al-Khazeem, 2012;Mohsen & Shafeeq, 2014;Sawafta & Al-Garewai, 2016;Hussain, 2016;Al-Ghamdi, 2018;Al-Zahrani & Al-Jraiwi, 2017;Althobaiti & Algethami, 2018;Vo et al, 2017).…”

Section: Review Of the Literaturementioning

confidence: 99%

The Role of the Blackboard LMS in EFL Course Delivery During the COVID-19 Pandemic: Investigating Attitudes and Perceptions of Faculty and Students

Almelhi¹

2021

IJEL

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This paper aimed to identify faculty perceptions of VLEs and their students’ attitudes towards e-learning in the time of the pandemic. Towards this aim, the researcher used two surveys in a descriptive study to collect data from 47 EFL instructors and 103 students regarding a variety of constructs about e-learning effectiveness and attitudes, especially in the Corona virus time. Results indicated that the instructors’ perceptions of the Blackboard LMS were greatly positive as to establishing efficient teacher-students’ communication, facilitating students’ comprehension, boosting up their instrumental motivation, engaging them in active, interactive learning, and creating instructor-students’ rapport. The students’ attitudes survey revealed that, overall, students had positive attitudes towards using Blackboard LMS during the pandemic due to convenience of use, platform availability, system quality and quality of e-learning over Blackboard. Other reasons include users’ personal factors such as their satisfaction tendency, their self-confidence initiated by the VLE of Blackboard, their enjoyment of learning in this medium, the interesting and useful learning activities and tools as well as their staying safe in this mode of learning in the pandemic time. Other factors identified include the learners’ willingness to continue learning via Blackboard and their expectation that full-time learning online would replace traditional face-to-face learning. The study concludes that teachers’ and students’ perceptions and attitudes towards VLEs, with particular reference to Blackboard, could be valuable to faculty and institutions in their quality assurance efforts and the development of promising online courses and programs in EFL to satisfy the needs of students. Eventually, the study discusses suggested improvements and implications for e-learning on the Blackboard Lean platform as perceived by students and teachers alike to protect students through online education as an alternative to traditional education during the Corona Virus Disease 2019 (COVID-19) in present and future waves of the pandemic.

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“…Furthermore, McDonald, McPhail, Maguire, and Millett )2004( observed that the increasing application of ICT provides rich learning environments. E-learning is considered to be one of the most important technological contributions to the field of education (Sawaftah & Aljeraiwi, 2016). E-learning is a kind of instruction delivered electronically either through a web browser )using an intranet or the Internet(, or through the use of CD-ROMs or DVD multimedia platforms )Hall, 1997(.…”

Section: Introductionmentioning

confidence: 99%

The Quality of Blended Learning Based on the Use of Blackboard in Teaching Physics at King Saud University: Students' Perceptions

Aljeraiwi¹,

Sawaftah²

2018

JEPS

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The present study aimed to investigate students' perceptions of the quality of blended learning )based on the use of Blackboard( in teaching physics at King Saud University )KSU(, and whether these perceptions vary according to gender and computer skills level. The Course Experience Questionnaire )CEQ(, developed by Ginns & Ellis )2007(, was used to examine the perceptions of 341 Health Colleges students in the first year of a five-year undergraduate degree, who were enrolled in a general physics course at KSU. The results revealed that the blended learning in teaching physics at KSU was generally perceived to be of high quality. The results also revealed that there were no statistically significant differences in students' perceptions of the quality of blended learning in teaching physics at KSU that could be attributed to gender. However, the results revealed that there were statistically significant differences in those perceptions that could be attributed to students' computer skill levels in favor of students with a higher level of computer skills.

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The Effectiveness of Blended Learning Based on Blackboard in Immediate and Delayed Achievement and Retention in a Physics Course among Health Colleges Students at King Saud University (KSU)

Cited by 5 publications

References 5 publications

The Effectiveness of Blackboard-Based Blended Teaching in the Development of Academic Achievement, Study Skills and Self-Confidence among Students of Princess Nourah bint Abdulrahman University

The Effectiveness of Blackboard-Based Blended Teaching in the Development of Academic Achievement, Study Skills and Self-Confidence among Students of Princess Nourah bint Abdulrahman University

The Role of the Blackboard LMS in EFL Course Delivery During the COVID-19 Pandemic: Investigating Attitudes and Perceptions of Faculty and Students

The Quality of Blended Learning Based on the Use of Blackboard in Teaching Physics at King Saud University: Students' Perceptions

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