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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Use of Blackboard Collaborate at Qassim University: Evaluating Teachers’ Perceptions
Author(s)
Nisreen Juma'a Hamed Al-Mashaqba
Full-Text PDF
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DOI:10.17265/1539-8072/2017.02.002
Affiliation(s)
College of Science and Arts, Methnab, Qassim University, Saudi Arabia
ABSTRACT
Learning has come a long way from the conventional blackboard that marked the earlier decades to the new age Blackboard Collaborate which enables learners to work and learn in a collaborative online environment. Virtual classrooms, especially with learners sharing in academic workload on portals such as Google Docs, have arrived as a natural development of the ICT (In Circuit Tester) wave. In addition to offering ample scope for peer interaction, Blackboard Collaborate gives learners the electronic environment they are most familiar with and keeps them updated with the latest educational tools. However, for it to succeed, the perception of the teachers is a factor that needs close scrutiny before this tool can be incorporated into the system. The aim of this paper is to investigate the perceptions of teachers at Qassim University, KSA (Kingdom of Saudi Arabia) towards the inclusion of Blackboard Collaborate into the teaching-learning environment, and its efficacy as a learning tool in the university’s EFL (English as a Foreign Language) situation.
KEYWORDS
Blackboard Collaborate, collaborative learning, e-learning, blended learning, online learning, teachers’ perception
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References
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Aljawarneh, S., Muhsin, Z., Faisal, A. N., & Alkhateeb, E. A. (2012). E-learning tools and technologies in education: A perspective. Retrieved from www.people.math.sfu.ca
Arkorful, Valentina, Abaidoo, Nelly, (2014). The role of e-learning, the advantages and disadvantages of its adoption in higher education. International Journal of Education and Research, 2(12), 397-410.
Blackboard Inc. (2011). About Bb/press release archive. Retrieved January 22, 2016 from http://www.blackboard.com/news-and-events/pressreleases/archive.aspx?releaseid=1527263
Blackboard Inc. (2013). Blackboard Collaborate Web Conferencing Version 12.6.
Blackboard learn TM. (2009). Blackboard Inc. New York: McGraw Hill.
Blackboard support. (2014). Retrieved 6, 2015 from http://blackboardsupport.calpoly.edu/content/about/whatis.html
Blackboard. (2015). Integrate Blackboard Collaborate with your LMS. Retrieved November 6, 2015 from http://www.blackboard.com/online-collaborative-learning/learning-management-systemintegration.aspx
Blackboard. (2016). Better collaboration means more effective learning. Retrieved from http://www.blackboard.com/online-collaborative-learning
Boulos, M. N. K., Maramba, I., & Wheeler, S. (2006). Wikis, blogs and podcasts: A new generation of webbased tools for virtual collaborative clinical practice and education. BMC Medical Education, 6(41), 49-63. Retrieved November 2006 from http://www.biomedcentral.com/content/pdf/1472-6920-6-41.pdf
Britain, S., & Liber, O. (2004). A framework for the pedagogical evaluation of virtual learning environments. Retrieved from http://digitalcommons.bolton.ac.uk/iec_reports/2
Ford, R., & Rice, K. (2015). Value-added results for public virtual schools in California. Educational Technology & Society, 18(4), 412-423.
Fordham, I., & Goddard, T. (2013). Facebook guide for educators [Blog]. Retrieved from The Education Foundation—the UK’s education think tank at http://www.ednfoundation.org/2013/06/21/facebook-guide-for-educators
HUANG, Chester S. J., YANG, Stephen J. H., CHIANG, Tosti H. C., SU, Addison Y. S. (2016). Effects of situated mobile learning approach on learning motivation and performance of EFL students. Journal of Educational Technology and Society, 19(1), 263-276.
Hussein, E. M. (2016). The effect of blackboard collaborate-based instruction on pre-service teachers’ achievement in the EFL teaching methods course at faculties of education for girls. English Language Teaching, 9(3), 49-67.
Jonassen, D. H., Peck, K. L., & Wilson, B. G. (1999). Learning with technology: A constructivist perspective. Columbus, OH: Prentice Hall.
Kirkpatrick, M. (2006). The flu Wiki: A serious application of new web tools. Retrieved November 2006 from http://marshallk.blogspot.com/2005/07/flu-wiki-serious-applicationof-new.html
Kramarski, B., & Mizrachi, N. (2006). Online discussion and self-regulated learning: Effects of instructional methods on mathematical literacy. Journal of Educational Research, 99(4), 218-230.
Krischner, F., Paas, F., & Kirschner, P. A. (2009). Individual and group-based language from complex cognitive tasks: Effects on retention and transfer efficiency. Computers in Human Behaviour, 25, 306-314.
Mazzoni, E., & Benvenuti, M. (2015). A robot-partner for preschool children learning English using socio-cognitive conflict. Journal of Educational Technology and Society, 18(4), 474-485.
Miron, E., & David, G. (2015). Facebook groups as an academic teaching aid: Case study and recommendations for educators. Educational Technology & Society, 18 (4), 371-384.
Oye, N. D., Iahad, A., NorZairahab, N., & Rahim, N. (2012). The impact of UTAUT model and ICT theoretical framework on university academic staff: Focus on Adamawa State University, Nigeria. International Journal of Computers & Technology, 2(2), 102-111.
Pintrich, P. R. (2000). Educational psychology at the millenium: A look back and look forward. Educational Psychologist, 35(4), 221-226.
Raaij, M. van, & Schepers, J. J. L. (2006). The acceptance and use of a virtual learning environment in China science direct. Computers & Education, 50, 838-852.
Rodriguez, Jorge, Ortiz, Ismara, & Dvorsky. (2006). Introducing evolution using online activities in a nonmajor biology course. Journal of College Science Teaching, 35(6), 31-35.
Schaffert, S., Bischof, D., Burger, T., Gruber, A., & Hilzensauer, W. (2006). Learning with semantic Wikis. Proceedings of the first workshop on semantic Wikis: From Wiki to semantics (SemWiki2006) (pp. 109-123). Budva: Montenegro. Retrieved September 20, 2007 from http://www.wastl.net/download/paper/Schaffert06_SemWikiLearning.pdf
Staker, H. (2011). The rise of K-12 blended learning: Profiles of emerging models. Retrieved from www.innosightinstitute.org
Uzunboylu, H., & Ozdaml, F. (2011). Teacher perception for m-learning: Scale development and teachers’ perceptions. Journal of Computer Assisted Learning, 27(6), 544-556.
Wheeler, S., Kelly, P., & Gale, K. (2005). The influence of online problem-based learning on teachers’ professional practice and identity. ALT-J, 13(2), 125-137.
Zaki, H. A., & El Zawaidy, H. (2014). Using blackboard in online learning at Saudi universities: Faculty member’s perceptions and existing obstacles. International Interdisciplinary Journal of Education, 3(7), 141-150.
Zawacki-Richter, O., Brown, T., & Delport, R. (2009). Mobile learning: From single project status into the mainstream? European Journal of Open, Distance and E-Learning. The International Review of Research in Open and Distributed Learning, 10(4), 415-435.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 8(3), 329-339.