Faculty perceptions of Blackboard Learn as the main platform for teaching and learning

Abstract

During the past decade, higher education in the United Arab Emirates has seen increased integration of the newest educational technologies to facilitate the learning process. This can be a costly endeavor, often-substantial training is required to use the technologies, and improvements to educational quality because of their implementation are not easily measured. Research has found higher education faculty lack technological knowledge and skills, but less is known about how faculty perceive specific technologies. Learning management systems, such as Blackboard Learn, have previously been used to support the teaching and learning process, but during the COVID-19 pandemic and subsequent move to online learning, such systems often became the platform for all teaching and learning activities. This study aimed to investigate how BlackBoard Learn was being utilised and the perceptions held by faculty during this time in a higher education institute in the United Arab Emirates. Faculty were asked to assess items on a five-point scale and to write detailed answers to open-ended questions via an online survey. The results were generally positive; faculty were able to continue many of their teaching and learning activities. Faculty also reported on obstacles faced, however these challenges often referred to the online learning mode, rather than specifically to BBL. Implications and recommendations are discussed.