SlideShare uma empresa Scribd logo
1 de 40
Baixar para ler offline
Evaluation of the
Current Learning
Management
System at JMU
The Students’
Perspective on
Blackboard




Presented By
Eric Jacobs
Michael May
Jason Poole
Jessica Robinson
Introduction
                         This evaluation plan was prepared by Eric Jacobs, Michael
                         May, Jason Poole, and Jessica Robinson who are graduate
Introduction             students in the Educational Technology department at
Review of Evaluation     James Madison University. Coordinating efforts by
Process
                         Andrea Adams of the Center for Instructional Technology
                         (CIT), and by Dr. Michele Estes of the Educational
                         Technology department at James Madison University
                         have helped advise this evaluation plan.


                       Background
                          Blackboard is a learning management system that has
                          the ability to act as the central hub for the curriculum.
                          This has become increasingly apparent as distance
                          learning programs depend on the features of this
                          evaluand to manage course content and interact with
                          students in a web-based environment. Blackboard’s
                          diffusion wide, claiming more than 1,600 institutions
                          using their LMS (Blackboard, 2011).
Purpose
Purpose of               • To determine the needs that students have for
evaluation                 learning management system.
Review of Evaluation
Process                  • To identify the technologies that faculty and students
                           are currently using in teaching and learning

                         • To identify the technologies that faculty and students
                           are no long using in teaching and learning.


                       Stakeholders
                          • Primary Stakeholders
                              • Andrea Adams
                              • Dr. Michele Estes

                          • Secondary Stakeholders
                              • Evaluation team
                              • Students of JMU
Decisions to be addressed
Purpose of               • To what degree does Blackboard meet the
evaluation                 expectations and learning needs of undergraduate
Review of Evaluation
                           and graduate students at JMU?
Process
                         •   Do graduate and undergraduate students feel that
                             Blackboard is a viable solution as a learning
                             management system for JMU over the next 5 years?

                         • To what degree do the features in Blackboard meet
                           the technological needs of the students at JMU?
Needs related
Evaluation                 What are students needs in regards to using a learning management
                           system in their coursework?
questions
                           What expectations do students have about learning management
Review of Evaluation
Process                    systems?


                       Technology related
                           What technologies are students using both in Blackboard and in their
                           day to day lives?

                           Do students feel that the technology in Blackboard is beneficial to their
                           learning?


                       Features related
                           What features of Blackboard do students find obsolete or in need of
                           updating?

                           What features in Blackboard do students engage with most often?

                           What features in Blackboard do students feel are the most beneficial?
Methods of
evaluation
Review of Evaluation
                       Methods
Process
                                 • Cross-sectional Survey
                                 • Census
                                 • Interview
Sample for census survey
                               •  Students in high Blackboard use
                                 courses
The Sample                     • 2,000 students or 10% of JMU
Review of Evaluation             enrollment
Process                        • Expected return rate 50%


                       Sample for census survey
                               • ~20,000 students
                               • Expected return rate ~2%


                       Sample for interviews
                               • 2 undergraduate
                               • 2 graduate
                               • Purposive sample of Ed Tech Students
Instruments            Interviews
Review of Evaluation
Process                          • Recorded using Elluminate Live!




                       Surveys
                                 • Created and administered using
                                   Qualtrics.
Limitations
                           •   Time Constraints
                           •   Return rate of survey data
Evaluation plan
                           •   Proximity of group members from JMU and each other
Review of Evaluation
Process


                       Logistics & Timeline
                           •   Interviews and survey data completed in November


                       Budget
Interview
Summary #1
                                      Positives




                                  -
                                         • Access to grades
                                         • The more information on Blackboard
                                           the better
                                         • E-mails of announcements
Interviewee Data                         • Organization of content
                                         • Discussion boards
Gender: Female

Program of Study:
Communications Major,                 Negatives
Educational Media Minor
                                         • Announcements when viewed on
Class: Junior
                                           Blackboard
General Info: Student has                • Instructors that don’t update
taken hybrid courses and is
currently enrolled in an online            Blackboard beyond syllabus
course. Experience using
Blackboard in high school.
Interview
Summary #2
                                Positives




                            -
                                   • Internal Blackboard email tools
                                   • Access to everything in central location


Interviewee Data
Gender: Female

Program of Study:
Educational Technology          Negatives
Class: Graduate                    • Dislike wiki feature
General Info: All classes
were taken on Blackboard.
Interview
Summary #3
                                     Positives




                                 -
                                        • All important documents in one place
                                        • Online grade book
                                        • Roster for contacting classmates

Interviewee Data
Gender: Female

Program of Study: Middle
School Education                     Negatives
Class: Junior                           • Lots of features she doesn’t know how
General Info: Overall positive            to use
experience with Blackboard              • Inconsistency among JMU faculty
Interview
Summary #4                           Positives
                                        •  Blackboard and Elluminate are perfect
                                          coupling




                                 -
                                        • Greater connection with course and
                                          instructor
                                        • E-mail features, discussion board,
                                          grade feature
Interviewee Data                        • Links and Resources
Gender: Female

Program of Study:
Educational Technology               Negatives
Class: Graduate                         •   Instructor implementation
General Info: Overall positive          •   Instructor Usage
experience using                        •   Collaboration -- Real-time lacking
Blackboard. Almost all
courses using Blackboard.               •   Group sharing is “clunky”
                                        •   Synchronous info sharing (IM, chat)
1. Please select one: Male or Female


Gender

Census Survey
Data




     #           Answer                Response        %
     1           Male                  57              27%
     2           Female                151             73%
                 Total                 208             100%
2. Please select one: Specific Educational
                Standing
Educational
Standing
Census Survey
Data




    #            Answer                Response              %
    1            Freshman              51                    25%
    2            Sophomore             27                    13%
    3            Junior                41                    20%
    4            Senior                48                    23%
    5            Graduate Student      41                    20%
                 Total                 208                   100%
3. Please select one: Program of Study

Census Survey
Data
Census Survey
Data




 #              Answer                                        Response    %
 1              College of Buisness                           25          12%
 2              College of Communications                     14          7%
 3              College of Education                          29          14%
 4              College of Health and Human Services          31          15%

 5              College of Humanities and Social Sciences     44          21%

 6              College of Science, Technology, Engineering   47          23%
                and Mathematics

 7              College of Visual and Performing Arts         8           4%

 8              Undecided                                     10          5%
                Total                                         208         100%
4. Based on your course work at JMU, please describe
Course              your course interactions with Blackboard.
interactions with
Blackboard
Census Survey
Data




    #               Answer                          Response   %
    1               I have taken a fully online     57         27%
                    course that used Blackboard

    2               I have taken a hybrid/blended   54         26%
                    course that meets online and
                    in the classroom that used
                    Blackboard

    3               I have taken face-to-face       191        92%
                    classroom courses that
                    utilized Blackboard
    4               I have taken face-to-face       125        60%
                    classroom courses that do not
                    utilize Blackboard
5. Which technologies play a role in your daily communications?


Communication
Tools
Census Survey
Data




   #            Answer               Response              %
   1            social networks      177                   85%
   2            text messaging       196                   94%
   3            instant messaging    53                    25%
   4            email                200                   96%
   5            other                19                    9%
6. What technologies do you regularly use?

Regularly used
technologies
Census Survey
Data




    #            Answer               Response                %
    1            smartphone           109                     55%
    2            tablet               14                      7%
    3            laptop/desktop       194                     98%
    4            Other                29                      15%
7. Would you like to see Blackboard have more
Would like social   social features for learning?
features in
Blackboard
Census Survey
Data




    #               Answer               Response             %
    1               yes                  64                   32%
    2               no                   57                   29%
    3               unsure               76                   39%
                    Total                197                  100%
8. Blackboard fits my expectations of how a
                  learning management system should work.
Blackboard fits
expectations
Census Survey
Data




     #            Answer                Response                %
     1            Strongly Disagree     4                       2%
     2            Disagree              11                      6%
     3            Neither Agree nor     46                      23%
                  Disagree
     4            Agree                 114                     58%
     5            Strongly Agree        22                      11%
                  Total                 197                     100%
9. Overall, how would you describe your
                      experience using Blackboard?
Overall experience
with Blackboard
Census Survey
Data




    #                Answer               Response              %
    1                negative             3                     2%
    2                somewhat negative    15                    8%
    3                neutral              30                    15%
    4                somewhat positive    89                    45%
    5                positive             60                    30%
                     Total                197                   100%
10. Overall, how difficult is Blackboard to use?

How difficult is
Blackboard
Census Survey
Data




   #               Answer                 Response               %
   1               Very Difficult         2                      1%
   2               Somewhat Difficult     20                     10%
   3               Somewhat Easy          113                    57%
   4               Very Easy              62                     31%
                   Total                  197                    100%
11. Please describe your satisfaction level of
Satisfaction with     Blackboard as a reliable service.
Blackboard
reliability
Census Survey
Data




    #               Answer                 Response               %
    1               Very Dissatisfied      2                      1%
    2               Dissatisfied           13                     7%
    3               Neutral                33                     17%
    4               Satisfied              122                    62%
    5               Very Satisfied         26                     13%
                    Total                  196                    100%
12. Please describe the difficulty in locating
                      information within Blackboard.
Difficulty locating
info in Blackboard
Census Survey
Data




    #                 Answer                 Response                  %

    1                 Very Difficult         2                         1%
    2                 Difficult              24                        12%
    3                 Neutral                62                        32%
    4                 Easy                   90                        46%
    5                 Very Easy              18                        9%
                      Total                  196                       100%
13. How often do you access Blackboard?


How often do you
access Blackboard
Census Survey
Data




    #               Answer                   Response           %
    1               Never                    0                  0%
    2               Less than Once a Month   0                  0%
    3               Once a Month             3                  2%
    4               2-3 Times a Month        3                  2%
    5               Once a Week              11                 6%
    6               2-3 Times a Week         72                 37%
    7               Daily                    107                55%
                    Total                    196                100%
14. Please indicate the importance of the listed
                           features for a learning management system

Importance of
features
Census Survey
Data




   #            Question   Not Very    Not         Important   Very        Responses   Mean
                           Important   Important               Important
   1            Email      16          13          80          78          187         3.18
   2            Course     2           5           64          116         187         3.57
                Annoucem
                ents
   3            Social     51          86          42          8           187         2.04
                Media
15. Please indicate the importance of the listed
                             features for a learning management system
Importance of
features
Census Survey
Data




    #           Question     Not Very    Not         Important   Very        Responses   Mean
                             Important   Important               Important
    1           Discussion   16          33          94          44          187         2.89
                Boards
    2           Blogs        34          101         47          5           187         2.12
    3           Wiki         41          96          42          8           187         2.09
16. Please indicate the importance of the listed
                              features for a learning management system

Importance of
features
Census Survey
Data




     #          Question      Not Very    Not         Important   Very        Responses   Mean
                              Important   Important               Important
     1          My Grades     2           1           22          162         187         3.84
     2          Test          5           18          58          106         187         3.42
     3          Rubrics and   1           10          59          117         187         3.56
                Learning
                Outcomes
17. Please indicate the importance of the listed
                             features for a learning management system
Importance of
features
Census Survey
Data




    #           Question     Not Very    Not         Important   Very        Responses   Mean
                             Important   Important               Important
    1           Assignment   2           1           41          143         187         3.74
                s
    2           Calendar     6           33          72          76          187         3.17
    3           Groups       13          52          90          32          187         2.75
    4           Journals     26          79          57          25          187         2.43
    5           Learning     16          61          76          34          187         2.68
                Module
    6           Survey       22          72          66          27          187         2.52
    7           Podcasts     36          83          52          15          186         2.25
18. Which features do you access MOST often in Blackboard?

Most often
accessed features
Census Survey
Data
18. Which features do you access MOST often in Blackboard?


Most often
accessed features
Census Survey
Data
19. Which features do you access LEAST often in Blackboard?

Least often
accessed features
Census Survey
Data
19. Which features do you access LEAST often in Blackboard?

Least often
accessed features
Census Survey
Data
20. Blackboard meets my needs in my current
                   courses.
Importance of
features
Census Survey
Data




  #             Answer               Response             %
  1             Strongly Disagree    6                    3%
  2             Disagree             13                   7%
  3             Agree                108                  58%
  4             Strongly Agree       59                   32%
                Total                186                  100%
Open comments section
Comments

Census Survey
                      •   Received 35 comments
Data
                      • 16 comments directly related to
                        instructor knowledge and
                        implementation of Blackboard

                      • 8 comments related to amount of tools
                        available vs. the few tools used.

                      • Other less frequent comments
                         • Smartphone support
                         • Interface or navigation confusion
                         • Dislike changes from previous
                            versions
Example comments
Comments

Census Survey   “I think that blackboard does not need to be overloaded with
Data
                features. From my experience, most of the features in
                blackboard are not used because they are not very important
                for a classroom setting. Blackboard is useful because it allows
                an instructor to communicate with his or her students and
                students to communicate with their teacher. There is no need
                to improve blackboard or add more features to it because it
                already does what it does well. In fact, I find that having too
                many features makes programs stressful and difficult to use
                because they demand too much of users. I don't want a
                comprehensive life planner and entertainment center with
                blackboard. It already does what I ask of it: It provides a way
                for my teachers to communicate with me about upcoming
                assignments and grades. It does this very well.”
Example comments
Comments

Census Survey   “In my experience, use of blackboard as a learning
Data            management tool largely depends upon the instructor. Only a
                few of my classes have used discussion board and only one
                has used Elluminate Live! For most classes, blackboard serves
                as a way to distribute class documents, announcements, and
                contact information. Therefore, most of my use of blackboard
                has been with simple tools, which is really all I need
                blackboard for.”



                “Some features are redundant and confusing, such
                as Journals and Online Journal. There is a lack of
                uniformity between how different professors use
                different tools. It's very clunky and clumsy. I wish it
                had a more seamless user interface, like facebook.”
Conclusions &     Conclusions
Recommendations
                    • Students are overall pleased with Blackboard as a
                      tool.

                    • Many of Blackboards features are unused in courses.

                    • Students feel instructors us of Blackboard is primary
                      to its success in courses.


                  Recommendations
                    Option 1
                    Keep Blackboard as JMU’s learning management system
                    and focus attention on course implementation and faculty
                    training.

                    Option 2
                    Investigate alternative tools that better implement the
                    functions most used by instructors in their courses.
Reflections of
evaluation team

                          Positives




                  -
                      • Recording interviews using Elluminate

                      • Data collection using Qualtrics




                          Negatives
                       • Mass student email process

                       • Timing of survey

                       • Evaluators distance from JMU campus

Mais conteúdo relacionado

Mais procurados

Measuring Grit - 2013 SmarterMeasure Presentation
Measuring Grit - 2013 SmarterMeasure PresentationMeasuring Grit - 2013 SmarterMeasure Presentation
Measuring Grit - 2013 SmarterMeasure PresentationSmarterServices Owen
 
From Expert-Driven to Data-Driven Adaptive Learning
From Expert-Driven to Data-Driven Adaptive LearningFrom Expert-Driven to Data-Driven Adaptive Learning
From Expert-Driven to Data-Driven Adaptive LearningPeter Brusilovsky
 
Katho New Media Course Evaluation_May 2012
Katho New Media Course Evaluation_May 2012Katho New Media Course Evaluation_May 2012
Katho New Media Course Evaluation_May 2012Ana ADI
 
Katho New Media- course evaluation -May 2010
Katho New Media- course evaluation -May 2010Katho New Media- course evaluation -May 2010
Katho New Media- course evaluation -May 2010Ana ADI
 
Don’t leave me alone: effectiveness of a framed wiki-based learning activity
Don’t leave me alone: effectiveness of a framed wiki-based learning activityDon’t leave me alone: effectiveness of a framed wiki-based learning activity
Don’t leave me alone: effectiveness of a framed wiki-based learning activityNikolaos Tselios
 
PLU: OTEN 2013 - Student Preferences & Expectations for Technology in the Cla...
PLU: OTEN 2013 - Student Preferences & Expectations for Technology in the Cla...PLU: OTEN 2013 - Student Preferences & Expectations for Technology in the Cla...
PLU: OTEN 2013 - Student Preferences & Expectations for Technology in the Cla...Esteban (Steve) Sosa
 
Designation of Web 2.0 tools expected by the students on technology-based lea...
Designation of Web 2.0 tools expected by the students on technology-based lea...Designation of Web 2.0 tools expected by the students on technology-based lea...
Designation of Web 2.0 tools expected by the students on technology-based lea...alabrictyn
 
Assessment in distance education
Assessment in distance educationAssessment in distance education
Assessment in distance educationAnn Michelle Medina
 
Online Flexible Distance Education or Internet Based E-Learning – The Evoluti...
Online Flexible Distance Education or Internet Based E-Learning – The Evoluti...Online Flexible Distance Education or Internet Based E-Learning – The Evoluti...
Online Flexible Distance Education or Internet Based E-Learning – The Evoluti...Torstein Rekkedal
 
Self directed learning in trial future learn courses
Self directed learning in trial future learn coursesSelf directed learning in trial future learn courses
Self directed learning in trial future learn coursesInge de Waard
 
A Puzzle to Solve: How Successful Is Teaching Information Instruction in Dist...
A Puzzle to Solve: How Successful Is Teaching Information Instruction in Dist...A Puzzle to Solve: How Successful Is Teaching Information Instruction in Dist...
A Puzzle to Solve: How Successful Is Teaching Information Instruction in Dist...SharonYang
 
Self directed learning in future learn courses using the Bouchard framework
Self directed learning in future learn courses using the Bouchard frameworkSelf directed learning in future learn courses using the Bouchard framework
Self directed learning in future learn courses using the Bouchard frameworkInge de Waard
 
Alt module presentation
Alt module presentation Alt module presentation
Alt module presentation gemmapgcap
 
Julia Parra Research for VSS 2009
Julia Parra Research for VSS 2009Julia Parra Research for VSS 2009
Julia Parra Research for VSS 2009Julia Parra
 
LIN3 2013: 5. technical and pedagogical assessment handout
LIN3 2013: 5. technical and pedagogical assessment handout LIN3 2013: 5. technical and pedagogical assessment handout
LIN3 2013: 5. technical and pedagogical assessment handout Anu Ylitalo
 
Designing Instructional Discussion Forums
Designing Instructional Discussion ForumsDesigning Instructional Discussion Forums
Designing Instructional Discussion ForumsChristine Gonnella
 

Mais procurados (20)

Measuring Grit - 2013 SmarterMeasure Presentation
Measuring Grit - 2013 SmarterMeasure PresentationMeasuring Grit - 2013 SmarterMeasure Presentation
Measuring Grit - 2013 SmarterMeasure Presentation
 
From Expert-Driven to Data-Driven Adaptive Learning
From Expert-Driven to Data-Driven Adaptive LearningFrom Expert-Driven to Data-Driven Adaptive Learning
From Expert-Driven to Data-Driven Adaptive Learning
 
Katho New Media Course Evaluation_May 2012
Katho New Media Course Evaluation_May 2012Katho New Media Course Evaluation_May 2012
Katho New Media Course Evaluation_May 2012
 
Katho New Media- course evaluation -May 2010
Katho New Media- course evaluation -May 2010Katho New Media- course evaluation -May 2010
Katho New Media- course evaluation -May 2010
 
Don’t leave me alone: effectiveness of a framed wiki-based learning activity
Don’t leave me alone: effectiveness of a framed wiki-based learning activityDon’t leave me alone: effectiveness of a framed wiki-based learning activity
Don’t leave me alone: effectiveness of a framed wiki-based learning activity
 
PLU: OTEN 2013 - Student Preferences & Expectations for Technology in the Cla...
PLU: OTEN 2013 - Student Preferences & Expectations for Technology in the Cla...PLU: OTEN 2013 - Student Preferences & Expectations for Technology in the Cla...
PLU: OTEN 2013 - Student Preferences & Expectations for Technology in the Cla...
 
Designation of Web 2.0 tools expected by the students on technology-based lea...
Designation of Web 2.0 tools expected by the students on technology-based lea...Designation of Web 2.0 tools expected by the students on technology-based lea...
Designation of Web 2.0 tools expected by the students on technology-based lea...
 
Assessment in distance education
Assessment in distance educationAssessment in distance education
Assessment in distance education
 
Online Flexible Distance Education or Internet Based E-Learning – The Evoluti...
Online Flexible Distance Education or Internet Based E-Learning – The Evoluti...Online Flexible Distance Education or Internet Based E-Learning – The Evoluti...
Online Flexible Distance Education or Internet Based E-Learning – The Evoluti...
 
Self directed learning in trial future learn courses
Self directed learning in trial future learn coursesSelf directed learning in trial future learn courses
Self directed learning in trial future learn courses
 
A Puzzle to Solve: How Successful Is Teaching Information Instruction in Dist...
A Puzzle to Solve: How Successful Is Teaching Information Instruction in Dist...A Puzzle to Solve: How Successful Is Teaching Information Instruction in Dist...
A Puzzle to Solve: How Successful Is Teaching Information Instruction in Dist...
 
Self directed learning in future learn courses using the Bouchard framework
Self directed learning in future learn courses using the Bouchard frameworkSelf directed learning in future learn courses using the Bouchard framework
Self directed learning in future learn courses using the Bouchard framework
 
Alt module presentation
Alt module presentation Alt module presentation
Alt module presentation
 
Julia Parra Research for VSS 2009
Julia Parra Research for VSS 2009Julia Parra Research for VSS 2009
Julia Parra Research for VSS 2009
 
Usc e mentoringsep04
Usc e mentoringsep04Usc e mentoringsep04
Usc e mentoringsep04
 
Ncpea 8 9-12-final
Ncpea 8 9-12-finalNcpea 8 9-12-final
Ncpea 8 9-12-final
 
LIN3 2013: 5. technical and pedagogical assessment handout
LIN3 2013: 5. technical and pedagogical assessment handout LIN3 2013: 5. technical and pedagogical assessment handout
LIN3 2013: 5. technical and pedagogical assessment handout
 
Designing Instructional Discussion Forums
Designing Instructional Discussion ForumsDesigning Instructional Discussion Forums
Designing Instructional Discussion Forums
 
Online Learning Strategies that Work
Online Learning Strategies that WorkOnline Learning Strategies that Work
Online Learning Strategies that Work
 
Eli11 utk
Eli11 utkEli11 utk
Eli11 utk
 

Semelhante a Elearning evalfinal

Job Talk (2007) - Illinois State University
Job Talk (2007) - Illinois State UniversityJob Talk (2007) - Illinois State University
Job Talk (2007) - Illinois State UniversityMichael Barbour
 
ALN 2011 - Access and Opportunity
ALN 2011 - Access and OpportunityALN 2011 - Access and Opportunity
ALN 2011 - Access and OpportunityTanya Joosten
 
eAssessment in practice
eAssessment in practiceeAssessment in practice
eAssessment in practiceIan Brown
 
Sloan C Assessment Presentation 2009
Sloan C Assessment Presentation 2009Sloan C Assessment Presentation 2009
Sloan C Assessment Presentation 2009jennife1
 
Job Talk (2007): University of Cincinnati
Job Talk (2007): University of CincinnatiJob Talk (2007): University of Cincinnati
Job Talk (2007): University of CincinnatiMichael Barbour
 
Opportunities in instructional design co sn 2013
Opportunities in instructional design   co sn 2013Opportunities in instructional design   co sn 2013
Opportunities in instructional design co sn 2013Heidi Larson
 
Preparing Students for Online Courses: Why We Need Better Student Readiness ...
Preparing Students for Online Courses:  Why We Need Better Student Readiness ...Preparing Students for Online Courses:  Why We Need Better Student Readiness ...
Preparing Students for Online Courses: Why We Need Better Student Readiness ...SmarterServices Owen
 
Ongoing integration of digital communications into online courses
Ongoing integration of digital communications into online coursesOngoing integration of digital communications into online courses
Ongoing integration of digital communications into online coursesEileen O'Connor
 
Bridgewater Academy - Researching K-12 Online Teaching
Bridgewater Academy - Researching K-12 Online TeachingBridgewater Academy - Researching K-12 Online Teaching
Bridgewater Academy - Researching K-12 Online TeachingMichael Barbour
 
Reaching Students Where They Are
Reaching Students Where They AreReaching Students Where They Are
Reaching Students Where They AreChris Smith, Ed.D
 
SCDICT 2011 Keynote - Exploring Models of Effective Primary and Secondary E-L...
SCDICT 2011 Keynote - Exploring Models of Effective Primary and Secondary E-L...SCDICT 2011 Keynote - Exploring Models of Effective Primary and Secondary E-L...
SCDICT 2011 Keynote - Exploring Models of Effective Primary and Secondary E-L...Michael Barbour
 
Types of assessment updated
Types of assessment updatedTypes of assessment updated
Types of assessment updatedcwhinsch
 
Computing: planning, assessment and resources
Computing: planning, assessment and resourcesComputing: planning, assessment and resources
Computing: planning, assessment and resourcesMiles Berry
 
Types of assessment
Types of assessmentTypes of assessment
Types of assessmentcwhinsch
 
Online assessment - Design thinking
Online assessment - Design thinkingOnline assessment - Design thinking
Online assessment - Design thinkingVicky Parmar
 
Design Thinking Online Assessment
Design Thinking Online Assessment Design Thinking Online Assessment
Design Thinking Online Assessment BIMTECH
 
Evaluating the Quality of Online Teaching
Evaluating the Quality of Online Teaching Evaluating the Quality of Online Teaching
Evaluating the Quality of Online Teaching D2L Barry
 

Semelhante a Elearning evalfinal (20)

Job Talk (2007) - Illinois State University
Job Talk (2007) - Illinois State UniversityJob Talk (2007) - Illinois State University
Job Talk (2007) - Illinois State University
 
ALN 2011 - Access and Opportunity
ALN 2011 - Access and OpportunityALN 2011 - Access and Opportunity
ALN 2011 - Access and Opportunity
 
eAssessment in practice
eAssessment in practiceeAssessment in practice
eAssessment in practice
 
Kehrwald Asciilte2011 Final
Kehrwald Asciilte2011 FinalKehrwald Asciilte2011 Final
Kehrwald Asciilte2011 Final
 
MCCA Carla Bradley
MCCA Carla BradleyMCCA Carla Bradley
MCCA Carla Bradley
 
Sloan C Assessment Presentation 2009
Sloan C Assessment Presentation 2009Sloan C Assessment Presentation 2009
Sloan C Assessment Presentation 2009
 
Job Talk (2007): University of Cincinnati
Job Talk (2007): University of CincinnatiJob Talk (2007): University of Cincinnati
Job Talk (2007): University of Cincinnati
 
Opportunities in instructional design co sn 2013
Opportunities in instructional design   co sn 2013Opportunities in instructional design   co sn 2013
Opportunities in instructional design co sn 2013
 
Preparing Students for Online Courses: Why We Need Better Student Readiness ...
Preparing Students for Online Courses:  Why We Need Better Student Readiness ...Preparing Students for Online Courses:  Why We Need Better Student Readiness ...
Preparing Students for Online Courses: Why We Need Better Student Readiness ...
 
Ongoing integration of digital communications into online courses
Ongoing integration of digital communications into online coursesOngoing integration of digital communications into online courses
Ongoing integration of digital communications into online courses
 
Bridgewater Academy - Researching K-12 Online Teaching
Bridgewater Academy - Researching K-12 Online TeachingBridgewater Academy - Researching K-12 Online Teaching
Bridgewater Academy - Researching K-12 Online Teaching
 
Reaching Students Where They Are
Reaching Students Where They AreReaching Students Where They Are
Reaching Students Where They Are
 
SCDICT 2011 Keynote - Exploring Models of Effective Primary and Secondary E-L...
SCDICT 2011 Keynote - Exploring Models of Effective Primary and Secondary E-L...SCDICT 2011 Keynote - Exploring Models of Effective Primary and Secondary E-L...
SCDICT 2011 Keynote - Exploring Models of Effective Primary and Secondary E-L...
 
Types of assessment updated
Types of assessment updatedTypes of assessment updated
Types of assessment updated
 
Computing: planning, assessment and resources
Computing: planning, assessment and resourcesComputing: planning, assessment and resources
Computing: planning, assessment and resources
 
Types of assessment
Types of assessmentTypes of assessment
Types of assessment
 
Online assessment - Design thinking
Online assessment - Design thinkingOnline assessment - Design thinking
Online assessment - Design thinking
 
Design Thinking Online Assessment
Design Thinking Online Assessment Design Thinking Online Assessment
Design Thinking Online Assessment
 
Debunking danielson
Debunking danielsonDebunking danielson
Debunking danielson
 
Evaluating the Quality of Online Teaching
Evaluating the Quality of Online Teaching Evaluating the Quality of Online Teaching
Evaluating the Quality of Online Teaching
 

Último

Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?TechSoup
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17Celine George
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...Nguyen Thanh Tu Collection
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17Celine George
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxraviapr7
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxMYDA ANGELICA SUAN
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational PhilosophyShuvankar Madhu
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17Celine George
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17Celine George
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxKatherine Villaluna
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfMohonDas
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptxmary850239
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17Celine George
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE
 

Último (20)

Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptx
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptx
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational Philosophy
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptx
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdf
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptx
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024
 

Elearning evalfinal

  • 1. Evaluation of the Current Learning Management System at JMU The Students’ Perspective on Blackboard Presented By Eric Jacobs Michael May Jason Poole Jessica Robinson
  • 2. Introduction This evaluation plan was prepared by Eric Jacobs, Michael May, Jason Poole, and Jessica Robinson who are graduate Introduction students in the Educational Technology department at Review of Evaluation James Madison University. Coordinating efforts by Process Andrea Adams of the Center for Instructional Technology (CIT), and by Dr. Michele Estes of the Educational Technology department at James Madison University have helped advise this evaluation plan. Background Blackboard is a learning management system that has the ability to act as the central hub for the curriculum. This has become increasingly apparent as distance learning programs depend on the features of this evaluand to manage course content and interact with students in a web-based environment. Blackboard’s diffusion wide, claiming more than 1,600 institutions using their LMS (Blackboard, 2011).
  • 3. Purpose Purpose of • To determine the needs that students have for evaluation learning management system. Review of Evaluation Process • To identify the technologies that faculty and students are currently using in teaching and learning • To identify the technologies that faculty and students are no long using in teaching and learning. Stakeholders • Primary Stakeholders • Andrea Adams • Dr. Michele Estes • Secondary Stakeholders • Evaluation team • Students of JMU
  • 4. Decisions to be addressed Purpose of • To what degree does Blackboard meet the evaluation expectations and learning needs of undergraduate Review of Evaluation and graduate students at JMU? Process • Do graduate and undergraduate students feel that Blackboard is a viable solution as a learning management system for JMU over the next 5 years? • To what degree do the features in Blackboard meet the technological needs of the students at JMU?
  • 5. Needs related Evaluation What are students needs in regards to using a learning management system in their coursework? questions What expectations do students have about learning management Review of Evaluation Process systems? Technology related What technologies are students using both in Blackboard and in their day to day lives? Do students feel that the technology in Blackboard is beneficial to their learning? Features related What features of Blackboard do students find obsolete or in need of updating? What features in Blackboard do students engage with most often? What features in Blackboard do students feel are the most beneficial?
  • 6. Methods of evaluation Review of Evaluation Methods Process • Cross-sectional Survey • Census • Interview
  • 7. Sample for census survey • Students in high Blackboard use courses The Sample • 2,000 students or 10% of JMU Review of Evaluation enrollment Process • Expected return rate 50% Sample for census survey • ~20,000 students • Expected return rate ~2% Sample for interviews • 2 undergraduate • 2 graduate • Purposive sample of Ed Tech Students
  • 8. Instruments Interviews Review of Evaluation Process • Recorded using Elluminate Live! Surveys • Created and administered using Qualtrics.
  • 9. Limitations • Time Constraints • Return rate of survey data Evaluation plan • Proximity of group members from JMU and each other Review of Evaluation Process Logistics & Timeline • Interviews and survey data completed in November Budget
  • 10. Interview Summary #1 Positives - • Access to grades • The more information on Blackboard the better • E-mails of announcements Interviewee Data • Organization of content • Discussion boards Gender: Female Program of Study: Communications Major, Negatives Educational Media Minor • Announcements when viewed on Class: Junior Blackboard General Info: Student has • Instructors that don’t update taken hybrid courses and is currently enrolled in an online Blackboard beyond syllabus course. Experience using Blackboard in high school.
  • 11. Interview Summary #2 Positives - • Internal Blackboard email tools • Access to everything in central location Interviewee Data Gender: Female Program of Study: Educational Technology Negatives Class: Graduate • Dislike wiki feature General Info: All classes were taken on Blackboard.
  • 12. Interview Summary #3 Positives - • All important documents in one place • Online grade book • Roster for contacting classmates Interviewee Data Gender: Female Program of Study: Middle School Education Negatives Class: Junior • Lots of features she doesn’t know how General Info: Overall positive to use experience with Blackboard • Inconsistency among JMU faculty
  • 13. Interview Summary #4 Positives • Blackboard and Elluminate are perfect coupling - • Greater connection with course and instructor • E-mail features, discussion board, grade feature Interviewee Data • Links and Resources Gender: Female Program of Study: Educational Technology Negatives Class: Graduate • Instructor implementation General Info: Overall positive • Instructor Usage experience using • Collaboration -- Real-time lacking Blackboard. Almost all courses using Blackboard. • Group sharing is “clunky” • Synchronous info sharing (IM, chat)
  • 14. 1. Please select one: Male or Female Gender Census Survey Data # Answer Response % 1 Male 57 27% 2 Female 151 73% Total 208 100%
  • 15. 2. Please select one: Specific Educational Standing Educational Standing Census Survey Data # Answer Response % 1 Freshman 51 25% 2 Sophomore 27 13% 3 Junior 41 20% 4 Senior 48 23% 5 Graduate Student 41 20% Total 208 100%
  • 16. 3. Please select one: Program of Study Census Survey Data Census Survey Data # Answer Response % 1 College of Buisness 25 12% 2 College of Communications 14 7% 3 College of Education 29 14% 4 College of Health and Human Services 31 15% 5 College of Humanities and Social Sciences 44 21% 6 College of Science, Technology, Engineering 47 23% and Mathematics 7 College of Visual and Performing Arts 8 4% 8 Undecided 10 5% Total 208 100%
  • 17. 4. Based on your course work at JMU, please describe Course your course interactions with Blackboard. interactions with Blackboard Census Survey Data # Answer Response % 1 I have taken a fully online 57 27% course that used Blackboard 2 I have taken a hybrid/blended 54 26% course that meets online and in the classroom that used Blackboard 3 I have taken face-to-face 191 92% classroom courses that utilized Blackboard 4 I have taken face-to-face 125 60% classroom courses that do not utilize Blackboard
  • 18. 5. Which technologies play a role in your daily communications? Communication Tools Census Survey Data # Answer Response % 1 social networks 177 85% 2 text messaging 196 94% 3 instant messaging 53 25% 4 email 200 96% 5 other 19 9%
  • 19. 6. What technologies do you regularly use? Regularly used technologies Census Survey Data # Answer Response % 1 smartphone 109 55% 2 tablet 14 7% 3 laptop/desktop 194 98% 4 Other 29 15%
  • 20. 7. Would you like to see Blackboard have more Would like social social features for learning? features in Blackboard Census Survey Data # Answer Response % 1 yes 64 32% 2 no 57 29% 3 unsure 76 39% Total 197 100%
  • 21. 8. Blackboard fits my expectations of how a learning management system should work. Blackboard fits expectations Census Survey Data # Answer Response % 1 Strongly Disagree 4 2% 2 Disagree 11 6% 3 Neither Agree nor 46 23% Disagree 4 Agree 114 58% 5 Strongly Agree 22 11% Total 197 100%
  • 22. 9. Overall, how would you describe your experience using Blackboard? Overall experience with Blackboard Census Survey Data # Answer Response % 1 negative 3 2% 2 somewhat negative 15 8% 3 neutral 30 15% 4 somewhat positive 89 45% 5 positive 60 30% Total 197 100%
  • 23. 10. Overall, how difficult is Blackboard to use? How difficult is Blackboard Census Survey Data # Answer Response % 1 Very Difficult 2 1% 2 Somewhat Difficult 20 10% 3 Somewhat Easy 113 57% 4 Very Easy 62 31% Total 197 100%
  • 24. 11. Please describe your satisfaction level of Satisfaction with Blackboard as a reliable service. Blackboard reliability Census Survey Data # Answer Response % 1 Very Dissatisfied 2 1% 2 Dissatisfied 13 7% 3 Neutral 33 17% 4 Satisfied 122 62% 5 Very Satisfied 26 13% Total 196 100%
  • 25. 12. Please describe the difficulty in locating information within Blackboard. Difficulty locating info in Blackboard Census Survey Data # Answer Response % 1 Very Difficult 2 1% 2 Difficult 24 12% 3 Neutral 62 32% 4 Easy 90 46% 5 Very Easy 18 9% Total 196 100%
  • 26. 13. How often do you access Blackboard? How often do you access Blackboard Census Survey Data # Answer Response % 1 Never 0 0% 2 Less than Once a Month 0 0% 3 Once a Month 3 2% 4 2-3 Times a Month 3 2% 5 Once a Week 11 6% 6 2-3 Times a Week 72 37% 7 Daily 107 55% Total 196 100%
  • 27. 14. Please indicate the importance of the listed features for a learning management system Importance of features Census Survey Data # Question Not Very Not Important Very Responses Mean Important Important Important 1 Email 16 13 80 78 187 3.18 2 Course 2 5 64 116 187 3.57 Annoucem ents 3 Social 51 86 42 8 187 2.04 Media
  • 28. 15. Please indicate the importance of the listed features for a learning management system Importance of features Census Survey Data # Question Not Very Not Important Very Responses Mean Important Important Important 1 Discussion 16 33 94 44 187 2.89 Boards 2 Blogs 34 101 47 5 187 2.12 3 Wiki 41 96 42 8 187 2.09
  • 29. 16. Please indicate the importance of the listed features for a learning management system Importance of features Census Survey Data # Question Not Very Not Important Very Responses Mean Important Important Important 1 My Grades 2 1 22 162 187 3.84 2 Test 5 18 58 106 187 3.42 3 Rubrics and 1 10 59 117 187 3.56 Learning Outcomes
  • 30. 17. Please indicate the importance of the listed features for a learning management system Importance of features Census Survey Data # Question Not Very Not Important Very Responses Mean Important Important Important 1 Assignment 2 1 41 143 187 3.74 s 2 Calendar 6 33 72 76 187 3.17 3 Groups 13 52 90 32 187 2.75 4 Journals 26 79 57 25 187 2.43 5 Learning 16 61 76 34 187 2.68 Module 6 Survey 22 72 66 27 187 2.52 7 Podcasts 36 83 52 15 186 2.25
  • 31. 18. Which features do you access MOST often in Blackboard? Most often accessed features Census Survey Data
  • 32. 18. Which features do you access MOST often in Blackboard? Most often accessed features Census Survey Data
  • 33. 19. Which features do you access LEAST often in Blackboard? Least often accessed features Census Survey Data
  • 34. 19. Which features do you access LEAST often in Blackboard? Least often accessed features Census Survey Data
  • 35. 20. Blackboard meets my needs in my current courses. Importance of features Census Survey Data # Answer Response % 1 Strongly Disagree 6 3% 2 Disagree 13 7% 3 Agree 108 58% 4 Strongly Agree 59 32% Total 186 100%
  • 36. Open comments section Comments Census Survey • Received 35 comments Data • 16 comments directly related to instructor knowledge and implementation of Blackboard • 8 comments related to amount of tools available vs. the few tools used. • Other less frequent comments • Smartphone support • Interface or navigation confusion • Dislike changes from previous versions
  • 37. Example comments Comments Census Survey “I think that blackboard does not need to be overloaded with Data features. From my experience, most of the features in blackboard are not used because they are not very important for a classroom setting. Blackboard is useful because it allows an instructor to communicate with his or her students and students to communicate with their teacher. There is no need to improve blackboard or add more features to it because it already does what it does well. In fact, I find that having too many features makes programs stressful and difficult to use because they demand too much of users. I don't want a comprehensive life planner and entertainment center with blackboard. It already does what I ask of it: It provides a way for my teachers to communicate with me about upcoming assignments and grades. It does this very well.”
  • 38. Example comments Comments Census Survey “In my experience, use of blackboard as a learning Data management tool largely depends upon the instructor. Only a few of my classes have used discussion board and only one has used Elluminate Live! For most classes, blackboard serves as a way to distribute class documents, announcements, and contact information. Therefore, most of my use of blackboard has been with simple tools, which is really all I need blackboard for.” “Some features are redundant and confusing, such as Journals and Online Journal. There is a lack of uniformity between how different professors use different tools. It's very clunky and clumsy. I wish it had a more seamless user interface, like facebook.”
  • 39. Conclusions & Conclusions Recommendations • Students are overall pleased with Blackboard as a tool. • Many of Blackboards features are unused in courses. • Students feel instructors us of Blackboard is primary to its success in courses. Recommendations Option 1 Keep Blackboard as JMU’s learning management system and focus attention on course implementation and faculty training. Option 2 Investigate alternative tools that better implement the functions most used by instructors in their courses.
  • 40. Reflections of evaluation team Positives - • Recording interviews using Elluminate • Data collection using Qualtrics Negatives • Mass student email process • Timing of survey • Evaluators distance from JMU campus