What is it about?
This study investigated university students' experiences and perceptions about using the Blackboard online learning management system in the Preparatory Year at Imam Abdulrahman bin Faisal University, Dammam, KSA. Blackboard has been used as a technological tool to support students' blended learning and seamless involvement using a set of integrated features. The study used a mixed-methods descriptive explanatory design, including quantitative and qualitative tools. A survey was administered to 225 male and female students from a population of 756 participants with various levels of English language competency (beginner, intermediate, and advanced). The results indicated that Blackboard had numerous positive effects on university students' attitudes owing to its convenience, effectiveness, and flexibility in learning without place and time constraints. They also revealed that university students encountered no technical difficulties in using all the built-in features thanks to their prior knowledge of Blackboard. Finally, the study included several recommendations for enhancing the use of this learning tool based on current research findings and students' suggestions.
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Why is it important?
The importance of this study lies in determining the effectiveness of Blackboard in EFL learning as employed at IAU. To reach this goal, this study investigates students’ experiences and perceptions relating to this technological platform's use in EFL learning.
Perspectives
Institutions should provide dedicated, easily accessible technical support that is available during critical hours of the day when students are most likely to need assistance (e.g., late evening hours or weekends). This could include live chat support or an on-demand helpdesk feature within Blackboard. Digital literacy workshops could be offered at the beginning of the semester, targeting students who may be less familiar with Blackboard or online learning tools. These workshops could focus on basic platform navigation, troubleshooting common issues, and using specific features such as Quizzes or Discussion Boards. The user interface of Blackboard could be redesigned to simplify navigation for users at all levels of proficiency. This includes clearer icons, more intuitive layouts, and fewer clicks to access key features. Integrating more collaborative features (e.g., live chats, group workspaces, or synchronous webinars) could improve communication between students and instructors, especially for those who feel isolated or have difficulty interacting through asynchronous tools like discussion boards or emails.
Dr Montasser Mohamed Abdelwahab Mahmoud
Imam Abdulrahman Bin Faisal University
Read the Original
This page is a summary of: Investigating EFL Students’ Experiences and Perceptions about Blackboard in the Preparatory Year, International Journal of Learning Teaching and Educational Research, March 2025, Society for Research and Knowledge Management,
DOI: 10.26803/ijlter.24.3.21.
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