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Technology, Knowledge and Learning
Published in: Technology, Knowledge and Learning 2/2018

12-06-2017 | Original research

Barriers to Using the Blackboard System in Teaching and Learning: Faculty Perceptions

Authors: Talal Mohammad Al Meajel, Talha Abdullah Sharadgah

Published in: Technology, Knowledge and Learning | Issue 2/2018

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Abstract

In this digital age, the success of faculty members in adopting technology definitely affects the success of their students and ultimately the educational institution. However, there are many who have not incorporated technology tools such as Blackboard into their courses. Therefore, this paper investigated faculty perceptions of barriers to using the Blackboard system in teaching and learning. This study was conducted at King Saud University in Saudi Arabia during the 2015/2016 academic year. An online questionnaire was circulated to 117 faculty members in order to determine how they perceive barriers to using Blackboard. Findings of the study showed that academic rank, experience, gender, and training had statistically significant effects on faculty perceptions regarding barriers to using Blackboard in teaching and learning. However, there were no statistically significant differences on faculty perceptions regarding barriers to the utilization of Blackboard triggered by the use or non-use of Blackboard. The current study also showed that ‘technological barriers’ and ‘institutional barriers’ were the most highly identified barriers among the four categories of barriers explored in this study. The student barriers category came as a third important factor, while the faculty barriers category ranked at the lower end.
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Metadata
Title
Barriers to Using the Blackboard System in Teaching and Learning: Faculty Perceptions
Authors
Talal Mohammad Al Meajel
Talha Abdullah Sharadgah
Publication date
12-06-2017
Publisher
Springer Netherlands
Published in
Technology, Knowledge and Learning / Issue 2/2018
Print ISSN: 2211-1662
Electronic ISSN: 2211-1670
DOI
https://doi.org/10.1007/s10758-017-9323-2

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