BLACKBOARD LEARNING SYSTEM POTENTIAL ON COMMUNICATION AMONGST MALE LECTURERS AND FEMALE STUDENTS AT A UNIVERSITY IN SAUDI ARABIA

Abstract

This study explores the potential of Blackboard Learning System functions as a communication medium between male lecturers and female students at Northern Border University, within a gender-segregated and culturally conservative academic setting in Saudi Arabia. Drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT) and Transactional Distance Theory (TDT), the research explores four core questions: identifying the enablers and barriers to Blackboard Learning System usage, uncovering the mechanisms by which the system enhances communication, and examining the sociocultural factors that influence its adoption and engagement. A qualitative methodology, grounded in an interpretative case study design, was adopted to gain in-depth insights into user experiences and to enable a context-bound exploration of how the Blackboard Learning System facilitates communication and learning within the digital ecosystem of Northern Border University. Data were collected through two focus group interviews with female students and five individual interviews with male lecturers. The sessions were audio-recorded, transcribed verbatim, and analysed using a thematic approach facilitated by ATLAS.ti (version 24). This dual theoretical framework enabled an integrated examination of both technological and pedagogical dimensions, thereby revealing the intricate interplay between system affordances and local sociocultural practices. The findings are structured around four key aspects. Enablers included effective feedback, robust interaction, perceived ease of use, user satisfaction, perceived usefulness both in enhancing academic achievement and learning experience made users more willing to communicate frequently and flexibly. Barriers such as lack of non-verbal communication, limited peer support and collaboration, technological issues and limitations, inadequate training, infrastructure challenges, and cultural factors contributed to cautious, asynchronous communication, which at times reduced the spontaneity and depth of academic engagement. Mechanisms enhancing communication involved collaborative spaces (e.g., discussion boards, group tasks), multimodal tools (e.g., chat, multimedia), and well-organised course resources. Sociocultural influences, including formal communication styles, family expectations, and discomfort with voice/video shaped Blackboard Learning System usage significantly. By integrating sociocultural factors into UTAUT and TDT, the study offers a refined model for technology acceptance in conservative contexts. While the study deepens understanding of digital learning in gender-segregated environments, its limitations include reliance on qualitative-self-reported data, a small sample from a single institution, a context-specific and time-bound technological focus, and partial omission of organisational and policy dimensions. Future research should broaden the sample across universities and disciplines, explore long-term usage patterns, and examine factors like infrastructure, motivation, and organisational dynamics. Keywords: Blackboard Learning System, Communication, Gender Segregation, Sociocultural Setting, Higher Education SDG: GOAL 4: Quality Education, GOAL 5: Gender Equality