Barriers in the adoption of Blackboard distance learning: A case study of A University in Saudi Arabia

Abstract

Present study aims to identify barriers in the adoption of Blackboard distance learning (BDL) among students in the Saudi Arabia (SA). Given variety of benefits of using BDL such as better access to learning material, convenience, experiential and exploratory learning, adoption of BDL can improve students not only academic but also interpersonal skills. Using technology acceptance model (TAM) present dissertation identified four general barriers that could influence adoption of BDL among students such as self-efficacy of students, compatibility of BDL technology with student’s capacity, instructor’s factors and facilitating conditions. Self-efficacy is divided into three factors such as perception of students about BDL, awareness of students about characteristics and availability of BDL and understanding of students about objectives, need and usefulness of BDL. Compatibility factor has been sub-divided into self-confidence, perceived usefulness and ease of use of BDL. Based on literature review four hypothesis have been set whose overall statement states that self-efficacy, compatibility, instructor factors and facilitating conditions positively influence adoption of BDL. To test hypothesis, 83 responses were collected on Likert-style questionnaire through conducting an online survey. Correlation analysis of data revealed that while self-efficacy and compatibility are moderate hurdles in adoption of BDL, instructor factors and facilitating conditions are core barriers in adoption of BDL among Saudi students. Self-efficacy is moderately impacting adoption of BDL because while Saudi students found to have positive perception of BDL however they lack awareness and understanding of BDL for positively impacting learning. Moreover, compatibility has been found to be moderately impacting adoption of BDL because while Saudi students understand perceived usefulness of BDL however they lack in self-confidence and find BDL difficult to use. However, due to lack of communication, encouragement and interest of instructors, instructor factors have been found to be key hurdle in the adoption of BDL among Saudi students. Finally, although availability of internet is not a hurdle in adoption of BDL among Saudi students however lack of provision of adequate training and IT related assistance causes hurdles for the purpose. Based on the findings present study recommends students to understand underlying theoretical underpinning of BDL, be provided with adequate training and use communication tools to gain benefits of BDL. For academics, it is recommended to not consider BDL as a threat to their job or locus of control instead consider it as an opportunity to enhance delivery of curriculum. Finally, for Saudi universities it is recommended to provide students and faculty staff with necessary training and facilitating conditions to promote adoption of BDL.