Blackboard learning prior Covid 19 pandemic era
A challenging or resourceful case
DOI:
https://doi.org/10.20525/ijrbs.v11i7.2002Keywords:
Academic Achievement, E-learning, Teaching-Learning Approaches, Covid19, Higher Education.Abstract
Eruption of the COVID 19 pandemic era in the preceding years has resulted at learning being infused with technology, hence the emergent of new terminologies or prefixes like ‘e’. For the purposes of this paper, eLearning has since been regarded as an essential aspect targeted towards effective schooling. Teaching-learning approaches had to be re-looked at as universities were held in predicaments to engage on online contact sessions through blackboard as a Learning Management System (LMS). This is a software application that necessitates diverse areas, but not limited to, administration, documentation, automation, delivery of educational courses and training programs. It is for this reason that this paper aims to examine whether Blackboard learning has any substantial influence in relation to learner academic attainment. Little is noted by literature on predicaments entangling rural schooling environments for implementation of eLearning. Examination was administered through a qualitative research approach, embedded in a case study design. Three purposefully nominated teachers from a university located in a rural Eastern Cape Province setting were interviewed as participants. It was divulged by the findings that (i) connectivity glitches, thus having an impact on (ii) contact session attendance, as well as (iii) limitation of eLearning related soft skills, were the major hiccups to this emergent learning platform. As authors we therefore conclude that both teachers and learners are held liable to fully acquaint themselves on eLearning, hence the digital world. This paper recommends for alterations and re-inventing of teaching-learning approaches, thereby curbing situations of rural-urban digital variations.
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