The perception of blackboard collaborate-based instruction by EFL majors/teachers amid COVID-19: A case study of Saudi universities

Abstract

This paper investigates the perception of using Blackboard Collaborate-based Instruction (BCI) by Saudi EFL majors and teachers during the crisis of COVID-19 pandemic. The paper's main objective is to explore the extent to which modern technologies contribute to the process of teaching and learning English at Saudi universities. This is conducted by probing the benefits and challenges of using Blackboard Collaborate as a digital platform through which the different university courses are taught. The study, therefore, seeks to highlight the role of a computerbased instruction, by shedding light on the opportunities and challenges of incorporating latest technologies into the pedagogy of learning and teaching English as a foreign language in the Saudi universities. Two methodological instruments are used to collect data: the first is electronic questionnaires to test both students' and teachers' attitudinal perception towards the use of Blackboard in the learning/teaching process; and the second is an interview conducted with 29 staff members affiliated to 5 different Saudi universities concerning the use of Blackboard as a digital platform of teaching various university courses. Results reveal that despite the challenges that encounter both students and teachers in managing the process of learning and teaching via Blackboard Collaborate amid COVID-19, which are ascribed to some technical and academic reasons, this digital platform proves useful and conductive to better learning outcomes as it offers a bendable learning environment through which participants can flexibly manage their learning, both synchronously and asynchronously, by attending their classes, accessing their courses materials, participating in discussions, and sitting for examinations.

Examining Saudi Students’ Perceptions on the Use of the Blackboard Platform during the COVID-19 Pandemic

“…The result of this study reveals that students' perceptions are positive as the results show that students are aware of the benefit of the Blackboard platform during the COVID-19 pandemic. This result goes in line with Almelhi (2021), Chen et al (2020), andKhafaga (2021), who reported that students have positive attitudes towards the Blackboard platform. However, Almekhlafy (2020) reported that the students' perceptions towards Blackboard were not positive .…”

“…Furthermore, the majority of the students perceived that Blackboard gives the feeling that they are responsible for the learning process. This seems to chime with Hamad's (2017) and Khafaga's (2021) contention that Blackboard fosters independent learning. A further result is the students' perception that the Blackboard is a good and positive educational tool, as it gives pleasure in learning and helps to enhance the quality of learning.…”

“…Many studies and research papers have recently been conducted to examine online learning applications used during the COVID-19 pandemic, including the Blackboard Platform. One of these studies is the study conducted by Khafaga (2021) to explore how modern technologies contribute to the teaching/learning process in Saudi universities. This study concluded that Blackboard Collaborate prove to be useful for learning, both synchronously and asynchronously.…”

“…It has been evolved from a complementary tool to a fundamental and an essential tool for completing the educational process during the COVID-19 pandemic that forces the universities to shut down their doors and go for online education. In Saudi Arabia, all public universities had taken up Blackboard as the primary learning management system (Al-Nofaie, 2020; Al Shammari, 2021;Khafaga, 2021;Mahyoob, 2020).…”

English language teaching and learning during Covid-19: A global perspective on the first year

“…English language related studies during the Covid-19 process (between March 2020 and February 2021) (Aji et al, 2020;Allo, 2020;Almekhlafy, 2020;Andriivna et al, 2020;Ariyanti, 2020;Astuti & Solikhah, 2021;Atmojo & Nugroho, 2020;Bailey & Lee, 2020;Chiatoh & Chia, 2020;Dahmash, 2020;Davies et al, 2020;Destianingsih & Satria, 2020;Farrah & Al-Bakry, 2020;Fatima, 2020;Fitria, 2020;Forrester, 2020;Fuad et al, 2020;Fuentes Hernández et al, 2020;Gao & Zhang, 2020;Hadianti & Arisandi, 2020;Hafidz, 2020;Hakim, 2020;Hamid, 2020;Hartshorn & Mcmurry, 2020;Hazaea et al, 2021;Hodges et al, 2020b;Hopp & Thoma, 2020;Huang et al, 2021;Kamhi-Stein et al, 2020;Karakuzu et al, 2020;Karataş & Tuncer, 2020;Karim & Hasan, 2020;Kawinkoonlasate, 2020;Khafaga, 2021;Kholis, 2020;Krishan et al, 2020;Kusumawati, 2020;Li et al, 2020;Lie et al, 2020;Loo, 2020;…”