Learners’ Perceptions of the Design Principles of Blackboard

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH

Africa Education Review Pub Date : 2020-07-03 DOI:10.1080/18146627.2020.1868071

S. Shanmugasundaram, Divya Preya Chidamabaram

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引用次数: 2

Abstract

Abstract Recognising the usability challenges that are linked to tools like the Blackboard learning management system are significant. This paper presents the outcome of an assessment of adherence to design principles on Blackboard from the learner-user perspective at Botho University, Botswana. As the university is shifting from a conventional teaching mode to a more contemporary blended mode, slow progress in using Blackboard is observed among learners. It is critical to increase the usability of Blackboard by addressing imbalances, such as those observed in this study. Addressing these issues will increase the effective usage of Blackboard and they can be seen as the main agenda for the learning, teaching, and assessment strategy of Botho University. It is critical to gather the opinions of learners who study specific modules in programmes that could be offered by any of the faculties. The study was conducted using evaluation questionnaires completed by learners, who are the users of Blackboard. It is found that users are generally satisfied with the expectations concerning the tool's usage. The study identified issues of low internet bandwidth and the need for more training. These issues have been raised to increase and enhance the accessibility and usability of Blackboard.

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学习者对黑板设计原则的认知

摘要认识到与黑板学习管理系统等工具相关的可用性挑战意义重大。本文介绍了博茨瓦纳博托大学从学习者和用户的角度对黑板设计原则的遵守情况进行评估的结果。随着大学从传统的教学模式转向更现代的混合模式，学习者在使用黑板方面进展缓慢。通过解决失衡问题来提高黑板的可用性至关重要，例如本研究中观察到的失衡问题。解决这些问题将提高黑板的有效使用率，它们可以被视为Botho大学学习、教学和评估策略的主要议程。至关重要的是，要收集学习任何学院提供的课程中特定模块的学习者的意见。这项研究是使用学习者完成的评估问卷进行的，他们是黑板的用户。研究发现，用户通常对工具使用的预期感到满意。该研究发现了互联网带宽低的问题以及需要更多培训。提出这些问题是为了增加和增强黑板的可访问性和可用性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.