&lt;p&gt;Medical Staff Members’ Experiences with Blackboard at Taif University, Saudi Arabia&lt;/p&gt;

Alkarani, Ahmed S.; Thobaity, Abdulellah Al

doi:10.2147/jmdh.s287389

Cited by 18 publications

(16 citation statements)

References 17 publications

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“…The Blackboard system provides a useful educational environment where students can interact socially and academically with each other and staff [40]. It also has some limitations, such as it does not ensure the real attendance and the focus of students during the lectures [41]. In general, studies have shown a contradictory relationship between class attendance and academic performance of students [42,43].…”

Section: Discussionmentioning

confidence: 99%

Comparison between Virtual and Traditional Learning Methods for Orthodontic Knowledge and Skills in Dental Students: A Quasi-Experimental Study

Hakami

2021

Healthcare

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A gradual transition from traditional face-to-face learning to online learning has been observed globally following the COVID-19 pandemic. The aim of the study was to compare online and traditional learning methods in relation to orthodontic knowledge and skills acquired in undergraduate courses. A quasi-experimental design was used with two consecutive year classes of 198 dental students at Jazan University, Saudi Arabia. The experimental (virtual) group of 92 students received the content of a clinical orthodontic course virtually using the Blackboard Collaborate™ platform. The control (traditional) group consisted of a previous cohort of 106 students who enrolled in the same course but received traditional classroom education. The students were evaluated through a semester, and both groups obtained the same content and exam questions. The students in the virtual group scored higher in the final theory exam than the traditional group (p-value < 0.05). However, no significant difference in the overall orthodontic knowledge and skills was observed between the groups at the end of the course. Both learning methods showed moderate positive correlation between orthodontic knowledge and skills. In conclusion, virtual learning can serve as an effective alternative to traditional face-to-face learning for teaching orthodontic knowledge and skills to the dental students.

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Section: Discussionmentioning

confidence: 99%

Comparison between Virtual and Traditional Learning Methods for Orthodontic Knowledge and Skills in Dental Students: A Quasi-Experimental Study

Hakami

2021

Healthcare

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“…Further, this inclusion might allow for a greater basis of insight into the still emerging reality of widespread online education. Notable exclusions from the research that might have helped develop such a picture were many articles that focused on the VLE experiences of graduate and post-graduate level students (e.g., Chugani & Houtrow, 2020 ; Gardner, 2020 ; Shawaqfeh et al, 2020 ) and articles concerned with the mental health of educators who utilized VLEs (e.g., Watermeyer et al, 2021 ; Rowe et al, 2020 ; Ault et al, 2020 ; Alkarani & Thobaity, 2020 ; Schlesselman, 2020 ). The subsequent 63 articles were read in their entirety to determine whether their content would be appropriate for this scoping review.…”

Section: Methods and Parametersmentioning

confidence: 99%

Effects of virtual learning environments: A scoping review of literature

Caprara

2021

Educ Inf Technol

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The purpose of this scoping review is to isolate and investigate the existing data and research that identifies if the synchronous face-to-face visual presence of a teacher in a virtual learning environment (VLE) is a significant factor in a student’s ability to maintain good mental health. While the present research on this explicit interaction among VLE implementation and student mental health is limited, the material suggests a framework for strong utilization of VLEs. Overall, our research has shown that authentic, high quality VLEs are ones that have as their primary focus the communication between students and their teachers and between students and their peers. This communication is best generated through synchronous connections where there exists the ability to convey the student’s immediate needs in real-time. Our research results and discussion will outline how a team approach that brings together teachers, students, administration, counsellors, mental health support staff, instructional designers, and ICT specialists is necessary to create a genuinely enriching VLE where both learning and social-emotional needs can be met. The authors present a case for further study in order to reveal the nature of the interaction among VLEs and student mental health.

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“…All this wherewithal, namely technological and organizational resources, has mitigated the swift switchover to Emergency Remote Learning (ERL), although some obstacles, particularly the bandwidth issues and the Internet speed, especially in remote areas, and availability of laptops and tablets to students (AlHazizi, 2020), have occurred in the way. Other technical problems are linked directly to the Blackboard platform itself, namely the synchronous learning (Alkarani & Al Thobaity, 2020). This pushed many Saudi universities to adopt other platforms, mainly the video-conferencing platforms, among them were Zoom®, Microsoft Teams®, Google Meet®, and Cisco Webex®.…”

Section: Introductionmentioning

confidence: 99%

Devices and Platforms Used in Emergency Remote Learning and Teaching During Covid19: A Case of English Major Students in Saudi Arabia

Shammari¹

2021

AWEJ

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This study investigates the experiences of English major students at the College of Language and Translation (COLT) in King Saud University, Saudi Arabia, with Emergency Remote Learning and Teaching (ERLT) during the Covid-19 crisis. It focuses on the students’ preferences for devices and platforms, and gender differences influencing their choices. The study is of significance because it considers the student-centered learning approaches. The paper also seeks to answer the question as to the factors that lead students to make their preferences for the online teaching tools and devices. A total of 150 students, both men, and women, participated in the study. An online survey was carried out in the form of questionnaires to elicit their responses. The results showed that laptop computers were the dominant devices students used and preferred. They also revealed that the Zoom platform came first in students’ preferences, followed by Blackboard. Also, the findings showed that although participants used smartphones in their ERL, they did not recommend it, and it came last compared to laptops, tablets, and desktop computers in their order of preference. Gender differences existed in preferences to desktops and tablets in ERL. Another gender difference existed in preferences to platforms. Women students preferred Blackboard to Zoom while men students expressed the opposite.

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<p>Medical Staff Members’ Experiences with Blackboard at Taif University, Saudi Arabia</p>

Cited by 18 publications

References 17 publications

Comparison between Virtual and Traditional Learning Methods for Orthodontic Knowledge and Skills in Dental Students: A Quasi-Experimental Study

Comparison between Virtual and Traditional Learning Methods for Orthodontic Knowledge and Skills in Dental Students: A Quasi-Experimental Study

Effects of virtual learning environments: A scoping review of literature

Devices and Platforms Used in Emergency Remote Learning and Teaching During Covid19: A Case of English Major Students in Saudi Arabia

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