Difficulties In Teaching Online With Blackboard Learn .
(IJACSA) International Journal of Advanced Computer Science and Applications,Vol. 11, No. 5, 2020Difficulties in Teaching Online with BlackboardLearn Effects of the COVID-19 Pandemic in theWestern Branch Colleges of Qassim UniversityFahad AlturiseComputer DepartmentCollege of Science and ArtsQassim University, Alrass, Saudi ArabiaAbstract—The global COVID-19 pandemic has compellededucational institutions to shift from face-to-face teachingmethods to fully online courses. This was possible with the help ofinformation technology advances, which led to the creation ofBlackboard Learn, a Learning Management System (LMS). Bytransitioning their systems to this newly developed LMS, thewestern branch colleges of Qassim University in the Kingdom ofSaudi Arabia were able to support e-learning. To investigate theinfluence of online learning e-courses on educational institutionsand learning outcomes, this paper intends to perform surveys onboth faculties and students. The survey mainly focuses on courseobjectives, practical skills, faculty member’s responses regardingquery and discussion, explanations on applied courses, problemsolving, and improving teamwork skills. A comprehensiveinvestigation of the faculties reveals that 59.08% of facultymembers believe it is challenging to facilitate course objectivesdue to the lack of practical lab work and other detailedknowledge exchange on applied courses, which leads to thefaculties being unsatisfied with online courses when comparedwith traditional systems. Moreover, 77.17% of the students thinkit is difficult to have discussions during online courses in order tosolve queries, and this diminishes their problem-solvingcapability. In addition, with an online course system, there is noway to physically collaborate in teams and work on team projectsto improve teamwork abilities.Keywords—COVID-19; blackboard learn; e-learning; learningmanagement system; pandemic; difficulties; Qassim UniversityI.INTRODUCTIONDuring the global COVID-19 pandemic, where mostcountries went into lockdown, traditional face-to-face teachingin educational institutions has been replaced by fully online, elearning courses utilizing the Learning Management System(LMS). By using LMS, a student can perform all requiredactivities via e-learning (electronic learning) including lectures,homework, assignments, quizzes etc. on an online platform.The use of Blackboard Learn and e-learning is effectivebecause there is a combined interaction of students andteachers using the same online website with a remote interface.Online communication and e-Learning can be referred to asblended learning, according to authors in [1]. A properenvironment, with a user-friendly interface, is a basic objectiveof the higher authorities [2]. It is worth mentioning that elearning has greatly helped with the continuation of theeducational system, without adverse side effects, during thistough period dealing with COVID-19. The e-learning systemavoids the need for students to gather, which helps insuppressing the spread of the coronavirus, and ensures areliable and safe educational environment. Without e-learningit would not be possible for the faculty and students tocommunicate efficiently and continue learning outside theeducational institute [3] in this pandemic crisis. For that reason,there needs to be a proper methodology by which students andfaculty members are guided and taught about the beneficialoutcomes of e-learning in a way that they efficiently adopt toits environment as soon and as effectively as possible.LMS is comprised of course contents like quizzes, survey,lectures and assignments etc. The course content and detailscan be accessed remotely from anywhere as long as you have apersonal computer or smart phone internet access. The systemfacilitates easy communication between student and teacher[4]. As already discussed, Blackboard Learn has proved aworthy platform for productive communication betweenteachers and students, and it also has a justified and transparentgrading system. A survey was conducted by authors in [5] onthe development of a unified theory of acceptance and the useof technology (UTUAT), model which successfully addressesthe lower adaptation of Blackboard Learn in educationalinstitutes. The outcome of the research was in favor of elearning as it could provide access to courses from anywhere,more efficiently than ever. Therefore, the goal is a detailedstudy of the Blackboard Learn LMS, specifically its usefulnessand shortcomings in the e-learning space of the western branchcolleges of Qassim University in the Kingdom of SaudiArabia.II. E-LEARNING IN DISASTERSToday, the world is facing the global pandemic of COVID19, which presents a serious threat to every element of society.This has caused everyone to consider preventative measuresagainst the virus. There has been a notable shift in riskassessment policies made by disaster management authoritiesdue to the recent pandemic [6]. The sections relating to policymanagement have also been a part of the online e-learningsystem during these difficult times. Specifically, educationalinstitutes and education in general have been badly affecteddue to COVID-19 as all worldwide educational institutions areclosed [7]. In this challenging situation it is difficult foruntrained faculty members and teachers to continue the74 P a g ewww.ijacsa.thesai.org
(IJACSA) International Journal of Advanced Computer Science and Applications,Vol. 11, No. 5, 2020provision of education to students. The following sectiondescribes the necessary strategies that need to be employedduring the current situation.A. Blackboard Learn e-Learning LMSOnline e-learning systems, specifically Blackboard Learn,have provided a suitable platform for both participants andlearners to acquire knowledge, either separately or incollaboration. During this current pandemic, Blackboard Learnhas provided some very important user benefits in the form ofreliable and permanent online content. Also, it permits usersand learners to stay at home and continue their education in anefficient way. Furthermore, travelling expenses for bothstudents and teachers have become negligible due to theemployment of e-learning, as it is available worldwide andremotely. Since different people are residents in differentplaces, an online, remote interface for communicating andsharing knowledge is greatly needed [8].Blackboard Learn ensures the efficient delivery ofeducation in a digital format rather than the conventional andtraditional education structures. Education and learning in softform have reduced the use of paper and other writing materials,which also reduces the impact on the environment. In thecurrent, global lockdown situation, people are avoidingunnecessary travel but still need to continue their education.Blackboard Learn is the safest option for acquiring qualityeducation at home. However, Blackboard Learn still has somelimitations. The author in [9] researched the limitations ofBlackboard Learn, and found that basic knowledge and skillfuluse of a computer is very important to maximize knowledgeacquisition using e-learning. Training and awareness regardingcomputer knowledge are costly. Furthermore, a teacher cannotexplain an idea online as clearly as face-to-face. The author in[10] says that these limitations must not be ignored.Furthermore, due to health issues in this pandemic situation,people may not be able to properly concentrate on onlinelearning, which is also a limitation.platform and interface for bi-directional communicationbetween students and teachers to continue their process oflearning during this pandemic [14]. Aside from various fieldsof education, Blackboard Learn also provides safety measuresand guidelines to be taken in this current situation. Theabsolute advantage of e-learning is a move towards a modernand advanced learning method, avoiding traditional learningtechniques.Most of the top technical, engineering and managementinstitutions, as well as some private learning organizations,have shifted at a rapid rate to the adaptation of e-learning, eventhough there are still some existing challenges and limitationsin this approach. The research carried out on e-learning has notyet been fully established with a proper conclusion, where allpros and cons have been addressed regarding the properutilization of e-learning [15]. Research has been presentedconcluding that online learning isn’t significantly helpful inlower classes at school level. Still, a good number of highereducational institutions have acquired a great advantage fromthe adaptation of e-learning in this current global pandemic.Blackboard Learn is a kind of asynchronous and blendedteaching system. Blackboard Learn, together withsynchronized, on-campus teaching and interactions, areproving more useful than Massive Open Online Courses(MOOC).COVID-19 is an aggressive, highly infectious virus diseaserelated to pangolins [11], which can be transmitted via physicalcontact between two human beings. The microscopic image ofthe virus resembles a crown, hence the common namecoronavirus. The fatality rate of COVID-19 is far higher thanconventional flu. In some people, a strong immune system andtimely quarantine may be helpful in avoiding the spread, but itis particularly life-threatening for older people. To reduce therisks of this disease, and to keep humanity safe from disaster,the only method of protection is to isolate people from oneanother, and governments worldwide has imposed lockdownand quarantine measures [12]. Lockdown proves to be the mostsuccessful way of imposing social distancing, even for stateofficials and presidents [13].A. Blackboard Learn e-Learning during COVID-19It is not known how or when the COVID-19 crisis will end.It could take up to a year, based on the current numbers ofdeaths and infected people. This brings the likelihood of a fulladaptation to e-learning in most parts of the world. To facilitatethis, there is an urgent need for all participant to have apersonal computer, the internet and a sound knowledge ofusing both. An uninterrupted internet supply is a hugechallenge in underdeveloped and developing countriesnowadays. The transition to e-learning is moving very swiftly,and the success of online learning greatly depends on theknowledge of teachers and their way of conveying it tostudents [16]. The interface needs to be user-friendly for tutorsand teachers, and it is challenging to encourage web designersand web developers to adjust websites to make them meet theneeds of teachers dealing with lockdown and social distancing.Teaching staff must find a method of understanding the onlinelearning interface, and for that they can seek the help of moreexperienced colleagues and friends [17]. This is a goodopportunity for faculty members to move up a gear and startlearning new ways of teaching, in order to excel in theireducational and professional careers. In a nutshell, it is clearthat it will take a lot of effort for teachers to successfullyprovide and convey education to students, as they also need toprotect their family members, and students need to be restrictedby their parents from going outside and ensuring socialdistancing.Many countries have applied lockdown measures includingclosed markets, government sector organizations and,specifically, educational institutions such as universities andcolleges. This has created a need for the adaptation of elearning such as Blackboard Learn, which ensures socialdistancing and quality education. Blackboard Learn provides aIV. HISTORY OF BLACKBOARD LEARNTwo professional educational advisors, namely MatthewPittinsky and Michael Chasen, formed the basics of onlinelearning when they formed the company Blackboard LLC.Later, they partnered with IMS Global Learning. IMS Globalwas basically a non-profit organization included in the nationalIII. E-LEARNING DURING THE CORONAVIRUS OUTBREAK75 P a g ewww.ijacsa.thesai.org
(IJACSA) International Journal of Advanced Computer Science and Applications,Vol. 11, No. 5, 2020Educause program. As mentioned earlier, Blackboard Learnwas launched with the theme of connecting faculty membersand students so they can communicate anytime, anywhere,from any remote location. Teachers can upload the necessarycourse material from home, and students access it from home,completing their assignments online. An additional advantageto this is that their time management will improve over time.Furthermore, Blackboard Learn needed a course managementcompany and they selected CourseInfo. Originally, CourseInfowas launched at Cornell University, and went on to serve as acourse management company for Blackboard LLC. BlackboardLLC also contracted MadDuck technologies, which werepreviously very tough competitors of Richmond. Within theperiod of a single year, Blackboard LLC excelled bypurchasing assess solutions from AT&T. In that time,Blackboard LLC acquired competitive enterpriser institute(CEI) special teams from colleges. Blackboard LLC started topurchase their competitor companies, like Promethius, whichthey bought from George Washington University. To managefinancial issues, Blackboard LLC purchased shares in atransaction company called SA cash. Blackboard LLC waspublicly launched in June 2004 after acquiring some 75million from investing in the stock market. Blackboard LLCpartnered with WebCT, and with their help they were able tocover online learning and course management of over 80% ofNorth America. A research concluded that Blackboard LLC iscurrently being used by almost 70% of universities andcolleges in the United States. A study in 2006 found that 60countries, comprising about 12 million people, employBlackboard LLC. Blackboard LLC contracts with differenteducational institutes, offering their services of online elearning to nearly 2,200 educational institutions using 12different languages. Blackboard LLC achieved a milestonewhen its shares on NASDAQ doubled their original price in2005. Blackboard LLC acquired revenue by offering e-learningto a variety of educational universities. However, a greatportion of the revenue was generated from the renewal oflicenses of their two-product portfolio [18]. Blackboard LLC isnow comprised of two products, namely NetworkedTransaction Environment (NTE) and Networked LearningEnvironment (NLE) [19, 20]. Blackboard LLC transactions arecarried out by NTE. Its primary aim is to provide an easyinterface and server to handle worldwide transactions ofBlackboard LLC. Access to new accounts and settings is alsobeing offered by NTE. NTE is an academic suite providinghelp regarding course and study content. Blackboard LLC canbe seen as having NLE at its heart, due to the provision ofdifferent services related to education.V. UTILIZATION OF BLACKBOARD SYSTEMAlong with providing an e-learning interface and LMS forcommunication purposes between teachers and students,Blackboard Learn also provides extra services like email,discussion boards, podcasts etc. Each user derives their ownbenefit from Blackboard Learn, as every user has a differentway of using the application. For example, someone with anin-depth knowledge of e-learning and familiar with its longterm advantages, will gain more from using Blackboard Learncompared with a less capable user [21, 22]. The success ofstudents in acquiring an education from Blackboard Learn isalso dependent on the teaching methodology and awareness ofthe teacher. The teacher must have a comprehensiveknowledge of the usage of Blackboard Learn, and must also beaware of its interface, as that is how he or she can deliver theirknowledge to students in the best way [23]. The totallyefficient use of Blackboard Learn has not yet been achieved, asa study conducted concluded that only 23% of faulty membershave a complete knowledge of e-learning and its integrationwith books. To address this issue, proper guidance in the shapeof tutorials must be provided to everyone involved in elearning [24]. The study mentioned the advantages of elearning which include easy communication, a user-friendlyinterface, an easy way to manage assignments and quizzes, anda transparent grading system particularly suitable for students.Research concluded that Blackboard Learn is currently beingused by almost 70 % of universities and colleges in the UnitedStates.As mentioned above, being competent at using BlackboardLearn is very important for both students and faculty membersand cannot be ignored, whatever the situation may be.Research conducted by authors in [25] concludes that lecturersand professors prefer to use of Blackboard Learn for optimizedcourse management and online learning purposes. It alsoprovides a good method of intercommunication betweenteaching staff and students. According to researchers in [26],some professors have difficulties, both personally and withtheir students, in learning to adapt to the Blackboard Learninterface and have issues with its flexibility. Large numbers ofstudents working online can reduce the amount of timeavailable to interact with their teachers and work out theirassigned tasks online on Blackboard Learn [27]. A busy socialschedule leads to limited utilization for some students [28].Students need to work through tutorials for a betterunderstanding of the Blackboard Learn interface, both for theirown benefit and also to send feedback to their teachers so theycan solve the students’ problems remotely.VI. DESIGN METHODOLOGY OF SURVEYColleges of the western branch of Qassim Universitylocated in the Kingdom of Saudi Arabia carried out a surveybased on a questionnaire which included both students andfaculty members. The questionnaire was comprised of a courseoffered by the Deanship about the adaptation and extension ofe-learning into every department of the university. The courseoffered by the Deanship was included in the first phase of thisvery project. To carry out this project, e-learning was adoptedfor certain courses, namely Islamic 101, Psychology 101, andIslamic 102. A complete online course was developed bysubject specialists with the help of the Deanship, investigateand understand the percentage of students willing to takeonline courses, and aldo to get an overall estimate of e-learningsuccess. At the same time, the western branch colleges ofQassim University had already started implementing e-learningby offering six different online courses for students. After thecompletion of each topic and course, a survey was conductedin order to know whether the e-learning process was provinghelpful or not, and to compare the results with conventionalteaching methodologies.76 P a g ewww.ijacsa.thesai.org
(IJACSA) International Journal of Advanced Computer Science and Applications,Vol. 11, No. 5, 2020A survey questionnaire was created online using Googleforms, where all students and concerned personnel couldcomplete the questionnaire online. The survey feedback wasrecorded and used in subsequent surveys to learn about anyprogress being made by the implementation of e-learning in theuniversity. A graphical representation of the progress of elearning was required for easy understanding and visualizationof the survey results. This is why the Google spreadsheet wasintegrated with Google forms to present the completeanalytical results graphically.The survey was completed by both faculty members andstudents, of which the 22 faculty members comprised eightfemales and 14 males, and a total of 639 students comprised271 female and 368 males. The participation process for thesurvey was made easy for the participants as they were sent anemail including the survey link, which they could easily accessfrom anywhere. The survey had different content for differentgenders, ages and academic positions, and for that purpose theoverall survey questionnaire was divided into small subsections. The questionnaire was composed of questions wherestudents and faculty members were directed to give feedback inthe form of strongly disagree, disagree, neutral, agree andstrongly agree. A comprehensive overview of the feedbackreceived from the faculty members and students is listed in theresults and discussion section below.objective of the course may not be facilitated using online elearning.From Fig. 2, analysis reveals that 18.18% strongly disagreeand 36.36% disagree that the e-content of the course achievesscientific accuracy, however 18.18% agree and 9.09% stronglyagree regarding the e-course content accuracy, and theremaining 17.39% of faculty members’ feedback was neutral.It is can be seen that a total of 54.54% of the faculty membersdisagree that the e-course content has scientific accuracy.Whereas, Fig. 3 shows that about 40.9% of the faculty agreethat online courses are appropriate for students. It is evidentthat the majority of the faculty members are against onlinecourses since the basic course objectives can rarely beachieved.Fig. 4 shows that that 18.18% strongly disagree, 36.36%disagree and a total of 31.91% agree that the course concernedwith practical skills related to the course objective. It is evidentthat the majority of the faculty disagree that the courseconcerned with practical skills related to the course objective.All the faculty are conscious that fulfilling the practical courseobjective is challenging.VII. RESULTS AND ANALYSISSurveys were performed separately on both facultymembers and students attending full online courses, anddetailed investigation of the feedback achieved from both setsof subjects was analyzed individually. The principal goal wasto investigate any difficulties with or limitations of the onlinee-learning system of the western branch colleges of QassimUniversity during this pandemic COVID-19 situation. . Theultimate goal is to make improvements in the up-comingversion of this system in the near future.A. Faculty Response to Survey QuestionnaireThe faculty questionnaires were composed of six questionsregarding any difficulties and limitations of the online coursebeing used during COVID-19. This mainly focused on courseobjectives, practical skills, training, and handling of theelectronic course in such a way that all students becomecapable of self-learning to present practical work skills.Detailed analysis revealed that about 73.9% of facultymembers can handle the full e-course efficiently, and 91.3%can manage student self-learning. Thus, during COVID-19, ecourses make it easy for faculty members to thoroughly guidestudents attending the course. However, students failed topresent practical activities to their respective course professors.A detailed description of the various difficulties being facedare listed below.Moreover, from Fig. 1, it can be discerned that 18.18%strongly disagree and 40.9% disagree that the developed econtent of the course in this way will facilitate achieving theobjectives of the course. However, 13.63% agree and 18.18%strongly agree that course objectives will be fulfilled. Feedbackfrom the remaining 9.09% of faculty members was neutral.Analysis reveals that the majority of faculty members think theFig. 1. Faculty Response Regarding Facilitating e-course Objective.Fig. 2. Response about Content Organization with Scientific Accuracy.77 P a g ewww.ijacsa.thesai.org
(IJACSA) International Journal of Advanced Computer Science and Applications,Vol. 11, No. 5, 2020discussions and inquires which arise in their minds during fullonline courses.Fig. 3. Feedback about e-content Presentation for Student Level.Fig. 5. Faculty Feedback Regarding Satisfaction from Full e-courses.TABLE I.DETAIL I NVESTIGATION OF SURVEY BASED ON FACULTYRESPONSEFaculty decision (%)QuestionsFig. 4. Response Regarding Practical Skills about Course Objective.Further Fig. 5 shows the details of the faculty responseregarding their satisfaction with online e-learning course. It canbe clearly seen that 13.63% strongly agree, 22.72% agree and atotal of 49.36% disagree regarding satisfaction with the onlinecourse. However, it is worth mentioning that the faculty stillfeel it is the most reliable and best alternative solution toteaching and learning in this COVID-19 glyagreeFacilitation of courseobjectives with ecourse18.1840.99.0913.6318.18Content organizationwith tion econtent for thestudent level18.1833.7218.1831.819.09e-content of thecourse regardingpractical skills aboutcourse objectives18.1836.3613.6322.729.09Satisfaction from fulle-courses18.1831.8113.6322.7213.63Detailed results of the faculty questionnaire are listed inTable I. Analysis concludes that the majority of facultymembers agree that the electronic full online course offered bythe western branch colleges of Qassim University, achieve thecourse objectives with appropriate e-content which arecharacterized with scientific accuracy, language integrity, withpractical skill that can be easily browsed.B. Students Response to Survey QuestionnaireThe student questionnaire section was mainly concernedwith the faculty response regarding query and discussion,explanation about the applied part of the course, askingquestions during online courses, the ability to solve problemsand, improving teamwork skills. From Fig. 6, it can be clearlyseen that that only 4.85% strongly agree and 4.38% agree thatthe faculty were interested in responding to discussion andinquires, whereas 34.14% disagree, 43.03% strongly disagreeand 13.61% students have neutral feedback. Analysisconcluded that students are facing problems and difficulties inFig. 6. Students Feedback about Faculty Interest in Responding toDiscussion and Inquiries.78 P a g ewww.ijacsa.thesai.org
(IJACSA) International Journal of Advanced Computer Science and Applications,Vol. 11, No. 5, 2020From Fig. 7, it is evident that 8.45% strongly agree and8.29% agree that the faculty provide detailed explanations,whereas about 36.61% disagree and 27.69% strongly disagreewith explanations about the applied part. In comparing bothagree and disagree responses from students, it can be seen thatmajority of students have difficulties with the detailed appliedknowledge.In addition, Fig. 8 shows that 11.58% strongly agree and9.58% agree that the e-course helped them to improve theirability to think and solve problems, whereas 32.70% disagreeand 26.60% strongly disagree that helps to improve ability.This analysis concludes that the majority of students faceproblems with their studies and can’t find a way to solve theproblem.Finally, Fig. 9 shows that 11.89% strongly agree and13.14% of students agree that teaching with the new e-course,based on the full online course of Blackboard Learn helps toimprove teamwork skills, whereas 33.64% disagree and22.84% strongly disagree with this decision. Online coursesdon’t involve any face-to-face meetings, and discussion arerare, therefore greatly influence teamwork skills.Fig. 9. Quality of the e-course.Detailed investigations of survey-based studentquestionnaire responses are listed in Table II. Analysisconcludes that the majority of students face a wide range ofdifficulties with different aspects of the e-course content.Based on the survey feedback, the majority of students sufferfrom developing knowledge with the applied sections, buildingteamwork skills, and gaining knowledge regarding problemsolving.TABLE II.DETAIL I NVESTIGATION OF SURVEY BASED ON FACULTYRESPONSEFaculty decision (%)QuestionsFig. 7. Faculty Providing Information on Applied greeFaculty interest inresponding todiscussions andinquiries43.0334.1413.614.384.85I received a fullexplanation of theapplied parts in thecourse27.6936.6118.938.298.45Improve in ability tothink and solveproblems rather withe-course26.6032.7019.249.5811.58Teaching with ecourses helped meimprove my teamworkskills.22.8433.6418.4613.1411.89VIII. DISCUSSIONFig. 8. Improvement to think and Solve the Problem.During the COVID-19 pandemic, where the majority ofcountries worldwide went into a lockdown state, educationalinstitutions are compelled to replace traditional face-to faceteaching with full online courses using LMS such as eLearning. Different e-learning course systems wereimplemented based on LMS and visualized for its uses in theeducational institutions. Introduction section presents andoverview numerous authors studied based on survey regardingthe effectiveness of the Blackboard LMS for online courses in79 P a g ewww.ijacsa.thesai.org
(IJACSA) International Journal of Advanced Computer Science and Applications,Vol. 11, No. 5, 2020the past years. Here is this paper, with a detailed investigationof difficulties in the new developed full online course system atthe western branch colleges of Qassim University in theKingdom of Saudi-Arabia during COVID-19 where all theclasses are shifted to online system. Analysis is carried outbased on the survey response from the students and teachersfor new online courses and Blackboard system.Based on the faculty responses, analysis concludes that atotal 59.08% of faculty members agree it is hard to facilitatethe course objectives by using the online course, while onlyabout 40% think it is achievable. This is because the e-coursecontent differs in online course from the one studied beforeCOVID-19. It also removes teamwork and the ability topractice lab work. Based on the survey response from thefaculty members, only 45.46% think that the practical skill isnot affected, however the majority believe it is. Since thecourse objectives are not fulfilled and practical skills areaffected, almost 50% of the faculty members are not satisfiedwith the online courses.Moreover, a comprehensive overview of student feedbackleads to the conclusion that online courses greatly affectteacher-student discussions, since there is no practical lab workand issues arise regarding problem solving. Analysis showsthat 77.17% of the students think that it is hard to havediscussions in o
Blackboard Learn is a kind of asynchronous and blended teaching system. Blackboard Learn, together with synchronized, on-campus teaching and interactions, are proving more useful than Massive Open Online Courses (MOOC). A. Blackboard Learn e-Learning during COVID-19 It is not known how or when the COVID-19 crisis will end.
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