The impact of Blackboard Collaborate breakout groups on the cognitive achievement of physical education teaching styles during the COVID-19 pandemic

Abstract

The rapid spread of COVID-19 has forced schools and universities to close. Globally, education systems face unprecedented challenges, and learning management systems (LMS) are the only solution. The current study aimed to investigate the effectiveness of a Blackboard collaborative breakout group on the cognitive achievement of physical education teaching styles. The quasi-experimental method involved creating two groups: one experimental and one control, with the experimental group using Blackboard collaborative breakout groups and the control group relying exclusively on online lectures and continuing with the same method without breakout groups. The study sample consisted of 40 students who were randomly assigned and divided equally into the two groups. Based on the research sample, homogeneity within the group and equivalence between groups in terms of age, Grade Point Average (GPA), and high intelligence test (IQ) were evaluated. The results showed that the experimental group’s cognitive achievement was superior to that of the control group. Therefore, the design of the learning process enhances student collaboration, participation, and reinforcement. Additionally, the experimental group retained the learning outcomes for a month after the cessation of all teaching and learning processes. To conclude, giving a lecture using webinar tools such as Blackboard Collaborate Ultra does not necessarily mean achieving the intended educational goals. As a result, it is necessary to look for ways to integrate active learning strategies, such as collaborative learning, to enhance student involvement in distance learning.

Cooperative Learning Promoting Cultural Diversity and Individual Accountability: A Systematic Review

“…The use of CL in physical education can effectively enhance students' cognitive learning achievement and have a significant positive effect on promoting students' cognitive development [53]. Rakha [58], amidst the COVID-19 period, organized online lectures through a learning management system, revealing that students who experienced CL achieved higher average grades and scores in intelligence tests. Comparative to direct instruction, students' cognitive learning abilities and memory capacities were significantly improved after undergoing six months of CL interventions [59].…”

Higher Tertiary Education Perspectives: Evaluating the Electronic Assessment Techniques of the Blackboard Platform for Fairness and Reliability

“…Based on the principles of formative assessment, this immediate feedback creates an interactive cycle that enables students to identify their strengths and improvement areas quickly. Enriched by technological advancements, the breadth and quality of this feedback provide students with a comprehensive analysis of their performance, frequently coupled with additional resources to clarify concepts further (Rakha, 2023). Nonetheless, this digital boon comes with a caveat.…”

“…Over recent years, the academic focus has increasingly turned towards evaluating Blackboard's user experience, seamless integration capabilities, and adaptability, especially in the rapidly changing landscape of online education. This scrutiny has become particularly pertinent in the wake of global crises, such as the COVID-19 pandemic, which have necessitated a swift and comprehensive shift to digital learning modalities (Alam et al, 2023;Alblaihed, 2023;Al-khresheh, 2022a;Rakha, 2023).…”

“…The platform's adaptability, particularly in rapidly evolving scenarios like the pandemic, has also been extensively examined. Researchers have noted how Blackboard has evolved to meet educational institutions' diverse and changing needs, ensuring uninterrupted learning processes and facilitating the implementation of innovative pedagogical strategies (Alblaihed, 2023;Rakha, 2023).…”

Academic performance of online physical education learning during COVID-19 outbreak: systematic literature review

“…Although blended learning has reduced time among students and teachers by as much as 30 to 79% however similar academic performance results still exist [40]. Similarly, an investigation from Rakha [41] explained that students studying via online webinar tools do not always mean they will be able to get high results in learning. Teachers must reconsider developing online learning solutions to encourage students to be more involved in their studies.…”