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Running head: STUDENTS’ PERCEPTIONS OF THE EFFFECTIVNESS

(Rough Draft)

STUDENTS’ PERCEPTIONS OF THE EFFFECTIVNESS AND EASE OF USE OF

THE BLACKBOARD LEARNING MANAGEMENT SYSTEM

Dr. Ali M. Alghazo

Assistant Professor

College of Arts and Sciences

Prince Mohammad Bin Fahd University

Kingdom of Saudi Arabia

[email protected] ABSTRACT

The following study investigated the ease of use of the learning management system

called Blackboard. The study utilized a quantitative approach to examine the effectiveness and

ease of Blackboard at a postsecondary educational institution within the Kingdom of Saudi

Arabia. The methodology utilized was a survey instrument administered across three colleges:

college of engineering, college of computer engineering and information technology, and college

of business. The data collected were analyzed using descriptive statistics and chi square. The

STUDENTS’ PERCEPTIONS OF THE EFFFECTIVNESS 2

results showed that the majority of students viewed Blackboard as an effective learning tool. The

results also showed that though students find the information on Blackboard generally useful, a

high percentage (40%) of the participants did not find the information on Blackboard to be

useful. The majority of the students responded that the links on Blackboard are clear. The chi

square tests showed that there is no significant relationship between gender or college and the

types of responses. The results of the current research add to the field of that learning

management systems are viewed by students as useful educational tools. However, further

research on how to make content more interesting and useful is needed to maximize the best use

of any learning management system.

Keywords: Learning Management System, Blackboard, Student Perception, Post-secondary

Education, Online Education, Distance Education

Students’ perceptions of the effectiveness and ease of use of the Blackboard learning

management system

INTRODUCTION

The use of Learning Management Systems (LMS) in post-secondary education in current

times has become as familiar and required as a university library or a student center. In 2006, the

merger of the two leading LMSs in the industry, Blackboard and WebCT, has resulted in over

3100 clients worldwide. In 2011, there was nearly 13 million downloads for Blackboard mobile.

(Blackboard, n.d.). According to Jones, Morales, and Knezek (2005), about 90% of American

4year post-secondary institutions use learning management systems.


Learning management systems have been defined by Oakes (2002) as being student and

organization focused, concerned mainly with managing students, teaching and learning, and

outlining the effectiveness standards of an institution. Furthermore, Henderson and Stewart

(2007) define e-learning systems as web-based management tools and communication tools to

enhance teaching and learning in a web based environment. The use of learning management

systems in educational process assists enhancing student motivation, assessment, and

communication (Riad & El-Ghareeb, 2008). A study by Hussien (2011) has shown that the use

of learning management systems improves the overall teaching learning process, as well as

improving students’ attitudes and motivation.

According to Rovai & Barnum (2003), the importance of Blackboard lies in its contents

and its way of communication between students and their instructors. By using Blackboard,

students do not need to email their professors personally, but do so through accessing the university

learning management system. Also, students can access course documents and other information

through Blackboard allowing them to collect most of what they may have missed during lectures.

For many reasons, students trust Blackboard as a necessary tool to continue with their academic

process. Deepwell and Malik (2008) commented on this point stating that in many countries,

students consider university or school learning management systems (e.g. Blackboard) as much of

an important tool as textbooks and pens or pencils, which are essential to students.

LITERATURE REVIEW

Teachers and LMS


The use of learning management systems in education has proven to be effective with

constructive based education. However as with all technologies, they present physical limitations,

such as system down time, upgrades and technical difficulties. However, an identified limitation

in using a learning management system is learning how to use the system (Bradford, Porciello,

Balkon, & Backus, 2006-2007). Teachers need to understand the pedagogical foundation of the

use of learning management systems and how effective utilization and implementation of the

systems will improve students learning and comprehension (Christie & Garrote Jurado, 2009).

Instructors face many challenges with the new methods of teaching. One of these challenges is the

need to continuously update their knowledge and skills of the new technologies and to realize how

both time and money consuming it is to do so. Instructors acknowledge that E-learning differs

fundamentally from the traditional way of teaching, and it requires major commitment of time and

training (Gonzales, 2012). A study by Hussien (2011) found that faculty members teaching at King

Saud University in Kingdom of Saudi Arabia have positive attitudes toward using learning

management systems. He also identified training as a requirement for successful use of learning

management systems in universities in Saudi Arabia.

A study by Witt (2003) addressing teachers’ attitudes toward the effectiveness of course

management software revealed that faculty members believe that it enhances communication skills

and is important for course design. Crooks, Yang, and Duemer’s (2003) study found that faculty

members with more teaching experience and teaching at research based institutions showed

positive comments on the online resources. Bennett and Bennett (2003) found that providing

training to faculty improves their attitude toward using learning management systems.

We can find many challenges in the continuous growth of technological education.

Nevertheless, those barriers could be dealt with through proper training and planning. However,


technology is not the ultimate solution for all teaching and learning issues. Technology must be

utilized effectively, and this can be achieved through teaching instructors how to use the

technology effectively to produce the maximum results (Meloni, 2011).

Technical Obstacles

An additional challenge is giving students sufficient access to the technology. If students’

access to blackboard is continuously interrupted by technical difficulties, down time, and upgrade

issues, students’ access to Blackboard will be limited. While a study by Christie and Garrote Jurado

(2009) showed that American students access the technology provided by the academic institution

for 40 minutes a week, which was found to be suitable enough time for students to receive the

minimal benefits of integrating technology into learning. Doggett (2007) mentions that using

technology in learning or teaching saves time for students, and it improves their performance.

Universities need to set up a strategic plan to accommodate the technical obstacles that face the

effective implementation of learning management systems for incidents where the learning

management system is down for upgrades and/or technical problems. (Nichols, 2008) recommends

including students in developing such a plan and providing

possible solutions.

Using technology in post-secondary education makes the process of learning and teaching

easier. It also helps improve student and instructor performance. It is very important to get timely

and practical solutions to technical problems associated with learning management systems, a

backup system needs to be in plan should Blackboard fail. A separate website serves this purpose

(Doggett, 2000). Generally, using Blackboard in postsecondary educational institutions is very


important, but technical problems in the network will adversely affect students’ progress (Masi &

Winer, 2005).

LMS effect on student learning

Smith (2002) stated that it is difficult in this field to ignore hacking problems.

Universities invest much in protecting their websites, e-mail and learning management systems.

However, hackers interrupt student and faculty access to these services during their attempts.

Universities should be ready to solve such problems by assigning extra supervision when students

access their assignments or download any materials (Doggett, 2007).

Previous research studied the effect of using learning management systems on student

performance. The research designs utilized consisted of surveys, interviews, and comparison of

students end grades. The majority of research found that there is no significant difference between

students’ performance whether the instruction was face-to-face, online, or hybrid (Jones & Jones,

2005). However, studies pertaining to students’ attitudes towards the use of a learning management

system indicated that students overall find that the use of learning management systems such as

Blackboard to be effective and useful (Murphy & Lindner, 2001). A study by Figueroa and Huie

(2001) indicates that students like using Blackboard and its features, such as the grades and course

information.

According to Landry, Griffeth, and Hartman (2006), the perceived usage and the ease of

use need to be determined in order to assess students’ satisfaction with the use of software

application. A study by Altun, Gulbahar, and Madran (2008), which investigated students’

attitudes toward interacting with a learning management system, found that students showed


positive attitudes toward using learning management systems and are looking forward to using it

in their courses. Successful implantation of learning management systems depends on providing

training and support for faculty, on the level of engagement of students, and on the level of

satisfaction of both students and faculty (Hall, 2006). This and reported comments by clients

(students) that Blackboard has its negative effects on their learning, the following study

addresses the perceptions of students, concerning the effectiveness and ease of use of a learning

management system (Blackboard) for their learning.

MEOTHODOLGY

The following study utilized a quantitative research approach, where a survey instrument

was administered to students at a post-secondary education institution within the Kingdom of

Saudi Arabia. The survey instrument consisted of two sections: (i) a demographic section

addressing gender and college, and (ii) the perception section addressing the overall effectiveness

of Blackboard, usefulness of information found on Blackboard, and ease of use of Blackboard.

The sample used was a covenant sample. The sample consisted of 200 students, however only

110 students responded to the survey. The data collected were analyzed using simple descriptive

statistics and Pearson’s chi square test to identify the relationships between the variables. No

further statistical analysis was needed due to having chi square showing no significance at p<.05

RESULTS

Demographic Analysis

Demographic results of the survey showed that 28% of respondents were male students

and 72% were female students. This might be explained by that female students are more apt to

participate in filling out surveys. An attempt to even out the sample was done, however did not


result in any change of the current percentages. When analyzing the colleges of the respondents,

it was found that 30 % of the respondents were from the College of Computer Engineering and

Information Technology. The College of Business students made 22% of the total, and 48% from

the College of Engineering.

Table 1. Participants’ Gender

Gender Number Percentage

Male 31 28%

Female 79 72%

Total 110 100%

Table 2. Students’ Collage

Collage Amount Percentage

Computer science and Engineering 33 30%

Business 24 22%

Engineering 53 48%

Total 110 100%

Independent Variable Analysis

Students were asked whether Blackboard was an overall effective learning tool, using a 5-point

likert scale of Strongly Agree, Agree, Neutral, Disagree and Strongly Disagree. 16% of the

students strongly agree, 32% Agree and 36% Neutral, 12% disagreed, and 4% strongly disagree.

Table 3. Blackboard as an effective learning tool

Strongly Agree 18 16%

Agree 35 32%

Amount Percentage


Neutral 40 36%

Disagree 13 12%

Strongly Disagree 4 4%

Total 110 100%

Overall, about 48% of the respondents agreed that Blackboard is an effective learning tool,

supporting the findings of previous research. However from reviewing the literature we find that

Blackboard is the leading company in learning management systems and that most universities

worldwide are utilizing the system. Given the popularity of the software, it would be wise to

address the remaining 36% who don’t have an opinion on the question and the 16% that actually

disagree that Blackboard being an effective learning tool.

Students were also asked whether they found the information for their courses on

Blackboard to be useful, students answered through a 5-point likert scale of Strongly Agree,

Agree, Neutral, Disagree and Strongly Disagree. 12 % of the students strongly agreed that the

information on Blackboard is useful, where 48% agree and 32% had no opinion –neutral-, and

8% disagreed.

Table 4. Course information on blackboard is useful

Strongly agree 13 12%

Agree 53 48%

Neutral 35 32%

Disagree 9 8%

Strongly disagree 0 0%

Total 110 100%

60% of the students agreed that the course information provided to them on Blackboard was

useful. However once again a noticeably high percentage 32% had no opinion and 8% disagreed.

Amount Percentage


The results of this question raise concerns which demand clear justification especially with the

prices educational institutions worldwide are paying for different learning management systems.

Finally students were asked about the ease of use of Blackboard. 14 % of the students

strongly agreed that the links in Blackboard are clear, while 40% agreed and 46% had no opinion

on the question.

Table 5. The ease of use of blackboard

Strongly agree 15 14%

Agree 44 40%

Neutral 51 46%

Disagree 0 0%

Strongly disagree 0 0%

Total 110 100%

The results of the following study provide evidence that layout of Blackboard as learning

management system is simple and clear to its users. However the noticeable high percentage of

46% of respondents who do not have an opinion on the question may raise concerns as to

whether the design of the blackboard course is engaging to students, and/or it is designed to

motivate students to utilize their Blackboard account more effectively.

In order to further understand the results of the following study a chi square test was done

to test for the relationship between gender and blackboard effectiveness, usefulness of

information, and clearness of the links. The tables below show the results of the chi square test.

The results show that there was no significance found between the variables. Also a chi square

test was done to test the relationship between college and blackboard effectiveness, usefulness of

Amount Percentage


information, and clearness of the links, and no significance was noted. There was no further

statistical analysis due to having the chi square showing no significance at p<.05

Table 5. Perceived overall effectiveness of Blackboard

Male Female 𝑥 2 Sig.

Strongly Agree 6 16 0.745 n . s .

Agree 15 18

Neutral 10 22

Disagree 0 17

Strongly

Disagree 0 6

Notes * Significant at 95% confidence level, degrees of freedom = 4 . n.s. – Not significant.

Table 6. Perceived usefulness of information on Blackboard



Agree 14 33

Neutral 9 23

Disagree 4 8

Strongly

Disagree 0 0

notes * Significant at 95% confidence level, degrees of freedom = 4. n . s . – not significant.

Table 7. Perceived clearness of the links on Blackboard



Agree 16 29

Neutral 9 34

Disagree 0 0

Strongly

Disagree 0 0

Notes * Significant at 95% confidence level, degrees of freedom = 4. n. s . – Not significant.


Conclusion

The results of the current study show that students perceive the Blackboard learning

management system to be essential in their learning process and find it effective, useful, and

clear to use, which is what was expected and in alignment with previous research findings. Jones

& Jones (2005) found that students found course information to be useful in enhancing

communication and a useful tool for education. However, what the results of the following

research provide is an eye opening issue for educational institutions worldwide. Though a

considerable percentage of the respondents enjoy using Blackboard and believe that it is an

effective teaching and learning tool, there is a high percentage of students who do not have a

preference on the issue of using a learning management system within post-secondary

educational systems, and a percentage of students who disagree with that learning management

systems are effective, useful or easy to use. However according to a study at CSU Channel

Island identified that the cost of implementing blackboard is eighty one thousand four hundred

and seventy two dollar’s, with such an investment in an LMS the results of the following study


calls for further research by educational institutions to identify key concepts and applications in

order to have better use of the technology provided where almost all students see the importance

of the learning management systems utilized and to identify the key factors of a successful

implementation of learning management systems in post-secondary educational systems.

Universities worldwide are making sure to provide teachers with the required training needed for

effective implementation of a learning management system and are investing heavily in the

required infrastructure for a stable and reliable implementation (Johnson et al., 2004; Yohon,

Zimmerman & Keeler, 2004). This is also apparent in the institution where the study took place,

which raises a concern of how effective is the training and support being provided to faculty and

whether change of training methods used or even termination is required to provide the quality

service and potential a learning management system is to provide to students.

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