Perceived Promoters of and Barriers to Use of a Learning Management System in an Undergraduate Nursing Program

Abstract

Effective presentation of information is essential in teaching and learning. We assessed the promoters of and barriers to utilization of a learning man-agement system, namely Blackboard (Blackboard Inc., Washington DC, USA), by undergraduate nursing students. We investigated their utilization of Blackboardand provided recommendations to improve their teaching and learning. We conducted a cross-sectional survey of 304 women in their second to fourth years of study using a validated questionnaire that evalu-ated their perceptions of Blackboard utilization. Data were collected be-tween January and February 2017 and analyzed using descriptive and com-parative statistics. The response rate was 67.5%. The most frequently report-ed promoters of Blackboard utilization were factors related to obtaining course specifications, materials, and grades (means: 3.54  1.18, 3.54  1.25, and 3.55  1.34, respectively). The most commonly mentioned barriers to Blackboard utilization were factors related to loss of communication and feedback from educators (mean: 4.21  1.05). Our results revealed that students experiences of using such systems are often negative, especially in terms of communication, interaction, and feedback. Investment in staff training and creation of new roles to monitor, maintain, and audit the quali-ty of such systems are recommended.

Full text

Short Paper—Perceived Promoters of and Barriers to Use of a Learning Management System in an Un…
Perceived Promoters of and Barriers to Use of a
Learning Management System in an
Undergraduate Nursing Program
https://doi.org/10.3991/ijet.v13i02.8085
Fuad Alhosban!!"
Al Khawarizmi International College, Abu Dhabi, United Arab Emirates
fuad.alhosban@outlook.com
Samantha Ismaile
Princess Nourah bint Abdulrahaman University, Riyadh, Saudi Arabia
Higher Colleges of Technology, Abu Dhabi, United Arab Emirates
Abstract—Effective presentation of information is essential in teaching and
learning. We assessed the promoters of and barriers to utilization of a learning
management system, namely Blackboard! (Blackboard Inc., Washington DC,
USA), by undergraduate nursing students. We investigated their utilization of
Blackboard!and provided recommendations to improve their teaching and learn-
ing. We conducted a cross-sectional survey of 304 women in their second to
fourth years of study using a validated questionnaire that evaluated their percep-
tions of Blackboard! utilization. Data were collected between January and Feb-
ruary 2017 and analyzed using descriptive and comparative statistics. The re-
sponse rate was 67.5%. The most frequently reported promoters of Blackboard!
utilization were factors related to obtaining course specifications, materials, and
grades (means: 3.54 ± 1.18, 3.54 ± 1.25, and 3.55 ± 1.34, respectively). The
most commonly mentioned barriers to Blackboard! utilization were factors re-
lated to loss of communication and feedback from educators (mean: 4.21 ±
1.05). Our results revealed that students experiences of using such systems are
often negative, especially in terms of communication, interaction, and feedback.
Investment in staff training and creation of new roles to monitor, maintain, and
audit the quality of such systems are recommended.
Keywords—student perception, learning management system, E-learning, nurs-
ing.
1 Introduction
As the knowledge base of medical education expands, effective presentation of in-
formation during teaching and learning becomes an increasingly important considera-
tion. Improvements in technology enhanced learning environments have enabled e-
learning, which has demonstrated potential to improve the learning process. E-
learning allows learners to perform tasks of their choosing, access resources at any
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Short Paper—Perceived Promoters of and Barriers to Use of a Learning Management System in an Un…
time, and receive learning support according to their needs, encouraging self-directed
learning. [1]
The revolution in technology enhanced learning environments has encouraged ed-
ucational institutions to adopt and invest in self-directed learning approaches. [2,3]
These approaches are delivered by educational software such as learning management
systems (LMSs). Defined as software systems created to help educators deliver learn-
ing content, facilitate student interactions, and conduct assessments, LMSs are fun-
damental resources for higher education. [2,4,5] Higher educational institutions
worldwide have realized the potential of these systems and invested money, time, and
staff in the support of such initiatives. [2,4]
Regardless of the positive attitudes towards such technologies, there is some con-
cern that LMSs are mainly used for distributing teaching materials and course grades
rather than for instructional or assessment purposes.[5] One reason for this is the low
level of experience of these systems among educators.[5] Moreover, some LMSs do
not support interaction or personalization of content, and students prefer to engage
with systems offering these features.[6] According to the literature, both students’ and
lecturers’ opinions of LMSs greatly influence the successful adoption of such sys-
tems.[3,7]
Although many international studies have shown the advantages of technology en-
hanced learning environments, their benefits in nursing programs have not been in-
vestigated. In this study, we examined the barriers to and promoters of LMS utiliza-
tion by undergraduate nursing students. Furthermore, we investigated students’ per-
ceptions of LMS utilization during study for a bachelor’s degree in nursing.
2 Methods
2.1 Study sample
This study was conducted a public University in Riyadh, Saudi Arabia, in a wom-
en-only campus. We distributed a validated self-administered questionnaire to all
nursing students in their second to fourth years of study. [3] Data collection took
place between January and February 2017. Information sheets were distributed to all
participants that explained the aims and background of the study. Participants were
also informed that participating in the study was voluntary and that all personal in-
formation would remain confidential. Ethical approval was sought from the institu-
tional review board before the study began.
2.2 Questionnaire
The validated questionnaire examined students’ experiences of using an LMS,
namely Blackboard! (Bb; Blackboard Inc., Washington DC, USA). The questionnaire
consisted of three domains assessed using five-point Likert scales. The first part re-
trieved demographic data (two items); the second part identified difficulties in Bb
utilization (15 items); and the third part examined students’ perceptions of utilizing
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Short Paper—Perceived Promoters of and Barriers to Use of a Learning Management System in an Un…
Bb (10 items). For each item, the score ranged from 5 for “strongly disagree” to 1 for
“strongly agree”. Approval to use the tool was sought by the authors before starting
the study.3 Descriptive data analysis (mean ± standard deviation) was performed
using SPSS Version 10 (SPSS Inc., Chicago, IL, USA). Associations between cate-
gorical outcomes were measured using Pearson’s chi-squared test.
3 Results
3.1 Demographic information
In total, 450 questionnaires were distributed to nursing students. The response rate
was 67.5% (n = 304). Of the respondents, 22.5% (n = 102) were in Year 2, 23.3% (n
= 105) were in Year 3, and 21.5% (n = 97) were in Year 4.
Utilization of the Blackboard!
!
learning management system. As shown in Ta-
ble 1, the overall mean was 3.8 ± 12.18, indicating marked disagreement with the
questionnaire items. The highest mean disagreement reported by all students was 4.21
± 1.05 for the item “Bb was useful for communication with the instructor”. The se-
cond highest mean disagreement was 4.12 ± 1 for the item “I like to use the multime-
dia available in Bb”, followed by 4.1 ± 1.1 for the item “Bb was useful for communi-
cation with other students”.
Conversely, the lowest means were 3.54 ± 1.18 and 3.54 ± 1.25, indicating strong
agreement with items “Bb was useful for obtaining the course description” and “Bb
was useful for obtaining lecture materials for the course”, respectively. These were
followed by a mean of 3.55 ± 1.34 for the item “Bb was useful for getting course
grades and feedback”.
Barriers perceived by undergraduate nurses to Blackboard learning man-
agement system use. As presented in Table 2, the overall mean was 2.6 ± 1.14, indi-
cating agreement with the questionnaire items. The highest mean disagreement was
4.32 ± 1.02 for the item “I have difficulty using a computer”. The next highest mean
disagreement was 2.91 ± 1.19 for the item “I faced technical problems logging on to
Bb”.
In contrast, the lowest mean was 2.15 ± 1.26 for the item “user instructions are not
clear in Bb”, followed by a mean of 2.3 ± 1.09 for the item “The Bb front page is
overloaded with information”.
The highest percentage agreement was 66.4% for the item “user instructions are
not clear in Bb”. Conversely, the highest percentage disagreement was 86.5% for the
item “I have difficulty using a computer”.
Further comparative analysis found that female students in their second, third, and
fourth years report weak interaction with the faculty in Bb (p = 0.0001). However,
they also reported difficulty using computers (p = 0.059).
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Short Paper—Perceived Promoters of and Barriers to Use of a Learning Management System in an Un…
Table 1. Items used to obtain information from undergraduate nursing students about Black-
board! utilization.
Items
n*
Strongly
agree
n (%)
Agree
n (%)
Don’t
know
n (%)
Disagree
n (%)
Strongly
disagree
n (%)
Mean SD
Bb was useful for
obtaining the course
description
304
18 5.9% 39 12.8%
76 25% 87
28.6%
84 27.6% 3.54 1.18
Bb was useful for
obtaining the course
objectives
304
11 3.6% 33 10.9%
74 24.3% 92
30.3%
94 30.9% 3.71 1.15
Bb was useful for
obtaining the course
requirements
304
8 2.6% 35 11.5%
80 26.3% 82
27% 99 32.6% 3.7 1.13
Bb was useful for
obtaining the course
references
304
14 4.6% 29 9.5% 77 25.3% 84
27.6%
100 32.9% 3.74 1.14
Bb was useful for
obtaining lecture
materials for the
course
304
27 8.9% 44 14.5%
50 16.4% 85
28% 98 32.2% 3.54 1.25
Bb was useful for
communication with
the instructor
304
8 2.6% 15 4.9% 46 15.1% 90
29.6%
145 47.7% 4.21 1.05
Bb was useful for
communication with
other students
304
10 3.3% 22 7.2% 40 13.2% 94
30.9%
138 45.4% 4.1 1.1
Bb was useful for e-
mailing the faculty
304
17 5.6% 28 9.2% 52 17.1% 77
25.3%
130 42.8% 3.88 1.21
Bb was useful for e-
mailing colleagues
304
30 9.9% 27 8.9% 41 13.5% 72
23.7%
134 44.1% 3.8 1.25
I like to use the mul-
timedia available in
Bb
304
8 2.6% 9 3.0% 65 21.4% 98
32.2%
124 40.8% 4.12 1
Bb was useful for
obtaining homework
304
20 6.6% 23 7.6% 51 16.8% 90
29.6%
120 39.5% 3.84 1.02
Bb was useful for
submitting homework
and assignments
304
22 7.2% 33 10.9%
40 13.2% 75
24.7%
134 44.1% 3.86 1.34
Bb was useful for
obtaining the exam
schedule
304
18 5.9% 32 10.5%
53 17.4% 76
25% 125 41.1% 3.74 1.3
Bb was useful for
receiving announce-
ments
304
30 9.9% 38 12.5%
48 15.8% 88
28.9%
100 32.9% 3.62 1.28
Bb was useful for
getting course grades
and feedback
304
30 9.9% 34 11.2%
65 21.4% 70
23.0%
105 34.5% 3.55 1.34
Average score 304
18.07 0.06 29.4
0.1 57.2 0.19 84
0.28 115.33
0.38 3.8 1.18
SD, standard deviation; Bb, Blackboard®.
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Table 2. Perceptions of nursing undergraduates of Blackboard! utilization.
Items
n*
Strongly
agree
n (%)
Agree
n (%)
Don’t
know
n (%)
Disagree
n (%)
Strongly
disagree
n (%)
Mean SD
Lack of training in Bb
304
89
29.3%
101
33.2%
75
24.7%
23
7.6%
16
5.3%
2.31
1.1
Bb increases the curricu-
lum burden
304
40 13.2% 61 20.1%
122 40.1% 58 19.1%
23 7.6%
2.9 1.12
Bb use is time consuming
304
41
13.5%
72
23.7%
80
26.3%
81
26.6%
30
9.9%
2.9
1.1
Limitations of Bb ser-
vices
304
78 25.7% 86 28.3%
114 37.5% 17 5.6% 9 3% 2.38 1.2
User instructions are not
clear in Bb
304
108 35.5% 94 30.9%
68 22.4% 23 7.6% 11 3.6%
2.15 1.26
The Bb front page is
overloaded with infor-
mation
304
65 21.4% 94 30.9%
90 29.6% 43 14.1%
12 3.9%
2.3 1.09
Weak interaction from the
faculty in Bb 304
100 32.9% 84 27.6%
100 32.9% 10 3.3% 10 3.3%
2.33 1.12
I faced technical problems
logging on to Bb
304
45 14.8% 50 16.4%
114 37.5% 70 23% 25 8.2%
2.91 1.19
Technical difficulties with
Bb
304
59 19.4% 70 23% 140 46.1% 20 6.6% 15 4.9%
2.41 1.2
I have difficulty using a
computer
304
3 1% 8 2.6% 30 9.9% 108 35.5%
155 51% 4.32 1.02
Average score
304
62.8
0.21
72
0.24
93.3
0.31
45.3
0.15
30.6
0.1
2.69
1.14
SD, standard deviation; Bb, Blackboard®.
4 Discussion
Technology enhanced learning delivered by LMSs has demonstrated potential to
enhance self-directed learning by students. [8] Interestingly, our results showed the
opposite. The expected benefits of LMS utilization were not perceived by our stu-
dents. This finding is consistent with that of another study performed in Saudi Arabia
involving medical students. [3] Our students expressed a negative attitude toward the
implementation of an LMS in their study program. Although our students reported
proficiency in computer use, they found the LMS difficult to use. However, a recent
study undertaken in Saudi Arabia confirmed that students value LMSs, and that LMSs
improve the learning process. [9]
Our students reported a lack of communication with their teachers and with other
students. Thus, the benefits of the LMS as a collaborative learning environment were
not perceived. This may have been caused by a lack of student training in use of the
LMS or failure of the educators to successfully implement the LMS. However, the
students professed good computer skills. This calls into question the educators’ abili-
ties to implement LMS objectives. Our results suggest that, although higher educa-
tional institutions are investing in LMSs, they lack qualified and trained teaching staff
who understand the concept of self-directed learning and how to achieve it by suc-
cessful exploitation of LMS resources. Therefore, educators need to take a more ac-
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tive role in developing LMS content. Alternatively, college administrations must
create new roles, such as e-learning managers or directors of medical education, to
monitor, maintain, and audit LMSs. [8]
The strongest promoter of Bb utilization perceived by our students was its ability
to provide course information, materials, and grades. This result was similar to that of
many other studies on the benefits of LMSs. [9,10] In contrast, the strongest barriers
to Bb use perceived by our students were the lack of clear instructions on how to use
the interface and that the front page was overloaded with information. Educators may
believe that filling the front page with material makes it easier for students to access
and find information. Overloading may also result from educators’ lack of experience
in setting up their course page. Whatever the cause, an overloaded first page may
confer a higher cognitive load on students, consequently discouraging them from
interacting with learning materials. [1]
Nursing students reported that they rarely experience difficulty using computers,
yet they faced technical problems logging into Bb. This was confirmed by a recent
study, which reported that nursing students demonstrate informatics competencies,
including computer skills. The study explained that the recent cohort of undergraduate
students, termed the “net generation”, are aware of technologies and communication
innovations. [11] This awareness gives them the requisite computer skills to use
LMSs.
When we compared the responses of nursing students in their third and fourth
years, the results confirmed that our students faced problems interacting with their
educators as well as their peers. Again, this indicates that educators did not exploit the
communication and interactivity features supported by the LMS as a result of either a
lack of awareness of these features or a lack of proper training on LMS content devel-
opment. In order to enhance self-directed learning among students, it is crucial for
feedback, interaction, and communication to occur within the e-learning environment.
In particular, nursing students are educated to value communication, interaction and
feedback as they are key concepts of patient care and safety. [12-14] The negative
perception of communication via the LMS among our students may have compro-
mised their learning and prevented them from achieving the course objectives. There-
fore, to enhance self-directed learning through LMS use, it is essential to create an
interactive learning environment.
In summary, this study highlights the barriers to and promoters of LMS utilization
in a nursing program. The most commonly mentioned barriers to LMS utilization
were related to the lack of interaction, communication, and feedback from educators
via the LMS. The most commonly mentioned promoters of LMS utilization were
related to obtaining course specifications, materials, and grades.
This study was conducted at one educational institution in women alone, which
may represent a limitation with regard to the generalizability of the data. We recom-
mend further study on the faculty perception of Bb utilization. Indeed, adding a quali-
tative investigation on the perception of Bb utilization among students and educators
will enrich the results by exploring their feelings, insights, and thoughts. [15]
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5 Conclusion
The results of this study highlight the promoters of and barriers to LMS utilization
by female nursing students. We found that accessing course specifications, materials,
and grades were the most commonly reported promoters of LMS utilization by nurs-
ing students. Conversely, a lack of interaction, communication, and feedback were the
most commonly reported barriers to LMS utilization. Interestingly, although nursing
students reported competency in computer use, they still found the LMS difficult to
use in a beneficial way.
The implications and recommendations of this study are that higher educational in-
stitutions should invest in LMS environments, but that they should also invest in staff
training and create new roles to monitor, maintain, and audit the quality of LMS con-
tent. The content must also be mapped to the program and course learning outcomes
to achieve the maximum benefits of such environments.
6 Acknowledgment
The researchers would like to thank all students who took part in this study at Prin-
cess Nourah bint Abdulrahman University.
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8 Authors
Dr. Fuad Alhosban is Assistant Professor in Computer Science, Department of In-
formation Technology, Al Khawarizmi International College, Abu Dhabi, the United
Arab of Emirates. His area of research interest includes Technology Enhanced Learn-
ing, Health Informatics and Visualisation. Dr Alhosban was also managing the acti-
vates of the Research Chair of Health Informatics and Promotion RCHIP.ORG in
KSU, Riyadh, KSA. Dr. Alhosban have a PhD in Computing Technologies from
Durham University-UK, and MSc degree in Computer Science from Coventry Uni-
versity-UK. (fuad.alhosban@outlook.com)
Dr. Samantha Ismaile is a Fellow of Higher Education Academy (FHEA) in the
UK. Dr Ismaile have a PhD degree in Health Studies (Medical Education, Leadership
and Administration in Nursing) and MSc degree in Medical Education. Both higher
degrees were obtained from Durham University-UK. Currently, she is an assistant
professor and the Director for E-learning unit at the College of Nursing, and previous-
ly the Director of Nursing program. Her area of research and interest includes Health
policy, Medical Education, e-Health, e-Learning, Health Informatics, Leadership and
Management, Patient Safety and Quality of Care. Dr. Ismaile has been awarded sev-
eral excellence prizes and awards for her education, research and projects. (Saman-
tha.ismaile@ymail.com)
Article submitted 08 December 2017. Resubmitted 22 January 2018. Final acceptance 04 February
2018. Final version published as submitted by the authors.
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