Blackboard As An Online Learning Environment: What Do Teacher Education Students And Staff Think?

Heirdsfield, Ann M.; Walker, Sue; Tambyah, Mallihai; Beutel, Denise

doi:10.14221/ajte.2011v36n7.4

Cited by 95 publications

(101 citation statements)

References 29 publications

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“…The following are some advantages associated with adopting Blackboard-based instruction (Brown, 2007;Liaw, 2008;Heirdsfield et al, 2011;Fageeh and Mekheimer, 2013;Martin et al, 2013;Al-Jabry et al, 2014;Almelhi, 2014;Mohsen and Shafeeq, 2014 Vol. 9, No.…”

Section: Advantages Of Blackboard-based Instructionmentioning

confidence: 99%

“…3; view and download course materials and other information and submit assignments online as soon as they are complete. That's why previous research (Bradford et al, 2007;Heirdsfield et al, 2007;Heirdsfield et al, 2011) indicates that it is the increased availability that most appeals to learners. For example, in a study conducted by Heirdsfield et al (2011), learners commented on the importance of having lecture notes available both before the lecture and whenever they were subsequently needed.…”

Section: Advantages Of Blackboard-based Instructionmentioning

confidence: 99%

“…That's why previous research (Bradford et al, 2007;Heirdsfield et al, 2007;Heirdsfield et al, 2011) indicates that it is the increased availability that most appeals to learners. For example, in a study conducted by Heirdsfield et al (2011), learners commented on the importance of having lecture notes available both before the lecture and whenever they were subsequently needed. They liked being able to access unit materials, library databases and other materials such as homework and workshop tasks posted by the lecturer at any time of the day or night.…”

Section: Advantages Of Blackboard-based Instructionmentioning

confidence: 99%

“…Despite the benefits Blackboard-based instruction in foreign language teaching and learning due to its immersive and interactive nature, it has some drawbacks such as lack of learner awareness, the need for high end technology and frequent technical failures (Liaw, 20085;Heirdsfield et al, 2011).…”

Section: Disadvantages Of Blackboard-collaborate Based Instructionmentioning

confidence: 99%

See 3 more Smart Citations

The Effect of Blackboard Collaborate-Based Instruction on Pre-service Teachers' Achievement in the EFL Teaching Methods Course at Faculties of Education for Girls

Hussein¹

2016

ELT

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This study investigated the effect of Blackboard-based instruction on pre-service teachers' achievement in the teaching methods course at The Faculty of Education for Girls, in Bisha, KSA. Forty seventh-level English Department students were randomly assigned into either the experimental group (N=20) or the control group (N=20). While studying their teaching methods course, the experimental group received instruction via Blackboard Collaborate, whereas the control group received traditional instruction. The two groups were pre-post tested using a teaching methods test prepared by the researcher. Two hypotheses were formulated and tested. Results obtained from Wilcoxon Signed Ranks Test and Mann-Whitney Test revealed that Blackboard-based instruction was effective in enhancing the achievement of the experimental group. In addition, compared to traditional instruction, Blackboard-based instruction was more effective in improving the participants' achievement as it provided them with multiple opportunities to explore alternative means to interact with teachers, peers, course material and activities.

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Section: Advantages Of Blackboard-based Instructionmentioning

confidence: 99%

Section: Advantages Of Blackboard-based Instructionmentioning

confidence: 99%

Section: Advantages Of Blackboard-based Instructionmentioning

confidence: 99%

Section: Disadvantages Of Blackboard-collaborate Based Instructionmentioning

confidence: 99%

See 2 more Smart Citations

The Effect of Blackboard Collaborate-Based Instruction on Pre-service Teachers' Achievement in the EFL Teaching Methods Course at Faculties of Education for Girls

Hussein¹

2016

ELT

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“…Research into the value of technology has been accused of lacking rigour (Bennett and Oliver, 2011;Gunn and Steele, 2012) so that it becomes '…extremely difficult to trace the impact of educational research to anything that really matters' (Reeves et al, 2012:57). More recently, OER, MOOC, social media and mobile devices have revived early promises of transformation (Anderson, 2007;JISC, 2009;Conole, 2010), but enthusiasm contrasts with reports of low appetite for change (Heirdsfield et al, 2011;Sheward and Hamilton, 2012;Watling, 2009) and numerous reports cite deficits of time, support and appropriate resources to support academics to make the digital shift (Beetham et al, 2009;Walker et al, 2012;UCISA, 2012UCISA, , 2014. Negative views like these have contributed to the gloomy conclusion put forward by Feenburg: '…the promise of virtual learning in the 1990s has come to nothing and elearning within the university has failed.…”

Section: Introductionmentioning

confidence: 99%

E-teaching as companion to e-learning; supporting digital pedagogies and practice in higher education

Watling

2016

Compass

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The literature of education technology suggests that greater attention has been paid to the student experience of e-learning than the development of academics as e-teachers. Technology has been widely promoted as an 'enhancer' of student learning and there is an expectation that academics will make use of Virtual Learning Environments (VLEs). Indeed, the adoption of digital tools is an essential component of current interest in flipped and flexible approaches to higher education. However, the majority of VLE usage may more nearly resemble a digital document dump than the interactive and collaborative pedagogies predicted by the early promises of e-learning transformation (NCIHE, 1997). This paper seeks to shed light on the hitherto under-researched area of the relationships academics have with their VLEs, in particular with regard to reluctance or resistance to move from faceto-face to online practice. Whilst the sector has invested into inquiry into the aspirations and motivations of the digital student (Jisc, 2009), the day-to-day digital interactions of staff who teach and support learning and, in particular, those without technology expertise or natural digital inclinations, have gone largely unrecorded. This paper offers some preliminary findings of a three-year action research project investigating attitudes towards virtual learning though a teacher-education lens rather than a traditional technology-training one. Findings have been converted into advice for academics looking to make the shift from faceto-face to e-teaching and blended practices. This guidance for staff may be usefully positioned alongside what is already known about the student experience of e-learning.

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Using synchronous distance education to deliver a weight loss intervention: A randomized trial

Dunn

Olabode-Dada

Whetstone

et al. 2015

Obesity

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Objective: To implement a randomized trial to evaluate the effectiveness of a weight loss program delivered using synchronous distance education compared with a wait-list control group with 6-month follow-up. Methods: Adults with a body mass index (BMI) 25 were randomized to the intervention (n 5 42) or waitlist control group (n 5 38). The intervention group participated in a synchronous, online, 15-week weight loss program; weight loss was the primary outcome. Secondary measures included height, BMI, and confidence in ability to be physically active and eat healthy. Assessments occurred at three and four time points in the intervention and control group, respectively. Results: Participants who completed the program lost significantly more weight (1.8 kg) than those in the wait-list control group (0.25 kg) at week 15 [F(1,61) 5 6.19, P 5 0.02] and had a greater reduction in BMI (0.71 vs. 0.14 kg/m 2 ), [F(1,61) 5 7.45, P 5 0.01]. There were no significant differences between the intervention and the wait-list control groups for change in confidence in ability to be physically active or eat healthy. Weight loss was maintained at 6 months. Conclusions: Use of synchronous distance education is a promising approach for weight loss. The results of this study will help to inform future research that employs Web-based interventions.

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Blackboard As An Online Learning Environment: What Do Teacher Education Students And Staff Think?

Cited by 95 publications

References 29 publications

The Effect of Blackboard Collaborate-Based Instruction on Pre-service Teachers' Achievement in the EFL Teaching Methods Course at Faculties of Education for Girls

The Effect of Blackboard Collaborate-Based Instruction on Pre-service Teachers' Achievement in the EFL Teaching Methods Course at Faculties of Education for Girls

E-teaching as companion to e-learning; supporting digital pedagogies and practice in higher education

Using synchronous distance education to deliver a weight loss intervention: A randomized trial

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