Student satisfaction with e-learning using blackboard LMS during the Covid-19 circumstances: realities, expectations, and future prospects
Keywords:Student satisfaction index model, E-learning, Saudi EFL learners, Covid-19 pandemic, Blackboard LMS
The quick spread of the Covid-19 pandemic has made e-learning mandatory and a strategic choice to ensure the continuity of the learning process. This quantitative study has three main objectives: to explore Saudi EFL learners’ satisfaction with the E-learning process compared to students in other departments at the University of Bisha, using Blackboard Learning Management System (LMS); to investigate the critical determinants affecting the e-learners’ satisfaction; to identify the university facilities and services implemented to increase students' satisfaction and ensure a successful e-learning process. The Student Satisfaction Index (SSI) model was adapted and contextualized to meet the objectives of the study. The quantitative research design was used in which a questionnaire elicited the data from 538 randomly selected respondents. Content analysis was also used to analyze the infographic reports about the university facilities and services implemented to ensure a successful learning process. The results showed that EFL learners were less satisfied with the e-learning process than students enrolled in other departments during the Covid-19 pandemic. The course instructor’s facilities and services, technical support, and course content design affected the respondents' satisfaction. The best predictor of the students' satisfaction was the instructor's facilities and services dimension. The university took significant steps that led to a successful e-learning process. It is a joint responsibility of the course instructors and policymakers to double their efforts and take more actions to increase the e-learners’ satisfaction taking into account the factors mentioned in the study.
Abbasi, S., Ayoob, T., Malik, A., & Memon, S. I. (2020). Perceptions of students regarding E-learning during Covid-19 at a private medical college. Pakistan Journal of Medical Sciences, 36 (COVID19-S4), 2–6. https://doi.org/10.12669/pjms.36.covid19-s4.2766
Afifi, M. K., & Alamri, S. S. (2014). Effective principles in designing e-course in light of learning theories. Turkish Online Journal of Distance Education, 15(1), 128-142. Doi:10.17718/tojde.43806
Agarwal, S., & Kaushik, J. S. (2020). Student’s perception of online learning during Covid pandemic. Indian Journal of Pediatrics, 87(7), 554. https://doi.org/10.1007/s12098-020-03327-7
Aji, W. K., Ardin, H., & Arifin, M. A. (2020). Blended learning during pandemic Coronavirus: Teachers’ and students’ perceptions. Journal of English Language Teaching and Learning: Linguistics & Literature, 8(2). DOI : 10.24256/ideas.v8i2.1696
Akuratiya, D., A., & Meddage, D. N. R. (2020). Students’ perception of online learning during Covid-19 pandemic: A survey study of IT students. International Journal of Research and Innovation in Social Science. 6(11), 755-758. www.rsisinternational.org.
Al-Ajlan, A. (2016). A comparative study of E-learning systems in Saudi Arabia Universities. International Journal of Computer Science and Information Security, 14(12), 150–155. https://sites.google.com/site/ijcsis/ ISSN 1947-5500
Alahmari, A., & Amirault, R. J. (2017). The use of E learning in highly domain-specific settings: Perceptions of female students and faculty in Saudi Arabia. The Quarterly Review of Distance Education,18(4), 37–56
Al-Asmari, A. & Khan, S. (2014). E-learning in Saudi Arabia: Past, present and future. Near and Middle Eastern Journal of Research in Education, 2(1), 2-11. http://dx.doi.org/ 10.5339/nmejre.2014.2
Aldiab, A., Chowdhury, H., Kootsookos, A., Alam, F., & Allhibi, H. (2019). Utilization of Learning Management Systems (LMSs) in higher education system: A case review for Saudi Arabia. Energy Procedia, 160, 731–737. https://doi.org/10.1016/j.egypro.2019.02.186
Al-Fahad, F. N. (2010). The learners’ satisfaction toward online e-learning implemented in the college of applied studies and community service, King Saud University, Saudi Arabia: Can E-learning replace the conventional system of education? Turkish Online Journal of Distance Education, 11(2), 61–72. https://doi.org/10.17718/tojde.13198
AlGamdi, M. A. & Samarji, A. (2016). Perceived barriers towards e-learning by faculty members at a Recently Established University in Saudi Arabia. International Journal of Information & Education Technology, 6(1), 23. https://doi.org/10.7763/IJIET.2016.V6.652
AlGhamdi, A. (2017). Influence of lecturer immediacy on students’ learning outcomes: Evidence from a distance education program at a university in Saudi Arabia. International Journal of Information and Education Technology, 7(1), 35-39. doi:10.18178/ijiet.2017.7.1.838
Alhabeeb, A. (2018). Factors affecting the success of e-learning processes in Saudi Arabia (13873592). Available from ProQuest Dissertations & Theses Global. (2204780373). Retrieved from https://search.proquest.com/docview/2204780373?accountid=142908
Aljaber, A. (2018). E-learning policy in Saudi Arabia: Challenges and successes. Research in Comparative and International Education, 13(1), 176–194. https://doi.org/10.1177/1745499918764147
Al-Jarf, R. (2020). Distance learning and undergraduate Saudi students' agency during the Covid-19 pandemic. Bulletin of the Transilvania University of Brasov, 13(62), 37-54. Doi:10.31926/but.pcs.2020.62.13.2.4
Al-Juda, M. Q. B. (2017). Distance learning students’ evaluation of E-learning system in University of Tabuk, Saudi Arabia. Journal of Education and Learning, 6(4), 324-335. https://doi.org/10.5539/jel.v6n4p324
Aljuhney, Y. & Murray, L. (2016). A comparison of the utilization of E-learning Management Systems in the Republic of Ireland and Kingdom of Saudi Arabia: A case study (2015). International Journal on Recent and Innovation Trends in Computing and Communication (IJRITCC), 4(2), 1-12. http://www.ijritcc.org/
Alkhalaf, S., Nguyen, J., Nguyen, A., & Drew, S. (2013). Online learner satisfaction and collaborative learning: Evidence from Saudi Arabia. International Journal of Information and Communication Technology Education, 9(2), 66-78. Doi: 10.4018/jicte.2013040106
Allo, M, D. G. (2020). Is the online learning good in the midst of Covid-19 Pandemic? The case of EFL learners. Jurnal Sinestesia, 10(1), 1-10. https://sinestesia.pustaka.my.id/journal/article/view/24
Almekhlafy, S. S. A. (2020). Online learning of English language courses via Blackboard at Saudi universities in the era of Covid-19: Perception and use. PSU Research Review, Emerald Publishing Limited, 5(1), 16-32. Doi 10.1108/PRR-08-2020-0026
Almelhi, A. M. (2021). The role of the Blackboard LMS in EFL course delivery during the Covid-19 pandemic: Investigating attitudes and perceptions of faculty and students. International Journal of English Linguistics, 11(2), 46-67. doi:10.5539/ijel.v11n2p46
Almusharraf, N. M. & Khahro, S. H. (2020). Students satisfaction with online learning experiences during the Covid-19 pandemic. International Journal of Emerging Technologies in Learning, 15(21), 246-267. https://doi.org/10.3991/ijet.v15i21.15647
Al-Nofaie, H. (2020). Saudi university students’ perceptions towards virtual education during Covid-19 pandemic: A case study of language learning via Blackboard. Arab World English Journal, 11 (3) 4-20. Doi: https://dx.doi.org/10.24093/awej/vol11no3.1
Alowedi, N. A. (2020). Saudi Electronic University a role model in implementing blended learning: Exploring the experience of female students in the Department of English Language and Translation. International Journal of English Language Education, 8(1), 113−130. https://doi.org/10.5296/ijele.v8i1.16685
Al-Shehri, A. M. (2010). E-learning in Saudi Arabia: ‘To E or not to E, that is the question’. Journal of Family and Community Medicine, 17(3), 147. Doi:10.4103/1319-1683.74333
Althobaiti, M. & Mayhew, P., (2015). Assessing the usability of Learning Management System: User Experience Study. A conference paper, Springer International Publishing, pp. 9-18. DOI: 10.1007/978-3-319-28883-3_2
Aristovnik, A., Keržiˇc, D., Ravšelj, D., Tomaževiˇc, N., & Umek, L. (2020). Impacts of the Covid-19 pandemic on life of higher education students: A global perspective. Sustainability, 12, 1-34. doi:10.3390/su12208438.
Asiri, M. J., Mahmud, R., Bakar, K. A., & Ayub, A. F. (2012). Factors influencing the use of learning management system in Saudi Arabian higher education: A theoretical framework. Higher Education Studies, 2(2), 125–137. Doi:10.5539/hes.v2n2p125
Bates, A. W. T. (2019). Teaching in a digital age: Guidelines for designing teaching and learning. 2nd Edi. Vancouver: Tony Bates Associates. https://pressbooks.bccampus.ca/teachinginadigitalagev2/
Bolliger, D. U. & Erichsen, E. A. (2013). Student satisfaction with blended and online courses based on personality type. Canadian Journal of Learning and Technology, 39(1), 1-24. Doi:10.21432/T2B88W
Choy S., McNickle, C., & Clayton, B. (2002). Learner expectations and experiences: An examination of student views of support in online learning. Leabrook, SA: Australian National Training Authority.
Dahmash, N. (2020). ‘I Couldn’t Join the Session’: Benefits and challenges of blended learning amid Covid-19 from EFL students. International Journal of English Linguistics, 10(5), 221-230. https://doi.org/10.5539/ijel.v10n5p221
Dziuban, C., Moskal, P., Thompson, J., Kramer, L., DeCantis, G., & Hermsdorfer, A. (2015). Student satisfaction with online learning: Is it a psychological contract? Journal of Asynchronous Learning Network, 19(2), 1–15. https://doi.org/10.24059/olj.v19i2.496
Elzainy, A., El Sadik, A. & Al Abdulmonem, W. (2020). Experience of e-learning and online assessment during the Covid-19 pandemic at the College of Medicine, Qassim University. Journal of Taibah University Medical Sciences, 15(6), 456-462. https://doi.org/10.1016/j.jtumed.2020.09.005
Farrah, M. & Al-Bakry, G. H. (2020). Online learning for EFL students in Palestinian universities during Corona pandemic: Advantages, challenges and solutions. Indonesian Journal of Learning and Instruction, 3(2), 65-78. Doi: https://doi.org/10.25134/ijli.v3i2.3677
Hara, N., & Kling, R. (1999). Students' frustrations with a web-based distance education course. First Monday, 4(12). Doi:10.5210/fm.v4i12.710
Kaur, N., Dwivedi, D., Arora, J., & Gandhi, A. (2020). Study of the effectiveness of e-learning to conventional teaching in medical undergraduates amid Covid-19 pandemic. National Journal of Physiology, Pharmacy and Pharmacology, 10(7), 563-567. Doi: 10.5455/njppp.2020.10.04096202028042020
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610
Laachir, A. (2019). The use of e-learning in foreign language learning: A case study of undergraduate EFL students. International Journal of Language and Literary Studies, 1(3), 30-42. https://doi.org/10.36892/ijlls.v1i3.79
Lee, L. (2016). Autonomous learning through task- based instruction in fully online language courses. Language Learning & Technology, 20(2), 81–97.
Lee, W. J. (2010). Online support service quality, online learning acceptance, and student satisfaction. Internet and Higher Education, 13, 227–283. https://doi.org/10.1016/j.iheduc.2010.08.002
Levy, Y. (2003). A study of learners perceived value and satisfaction for implied effectiveness of online learning systems. Florida International University. ProQuest Dissertations Publishing. 3126765.
Mahyoob, M. (2020). Challenges of e-learning during the Covid-19 pandemic experienced by EFL Learners. Arab World English Journal, 11(4) 351-362. Doi: https://dx.doi.org/10.24093/awej/vol11no4.23
Malkawi, E., Bawaneh, A. K., & Bawa’aneh, M. S. (2021). Campus off, education on: UAEU students’ satisfaction and attitudes towards e-learning and virtual classes during Covid-19 pandemic. Contemporary Educational Technology, 13(1), 1-14. https://doi.org/10.30935/cedtech/8708
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington: US Department of Education.
Naveed, Q. N., Muhammed, A., Sanober, S., Qureshi, M. R. N., & Shah, A. (2017). Barriers effecting successful implementation of E-learning in Saudi Arabian Universities. International Journal of Emerging Technologies in Learning. https://doi.org/10.3991/ijet.v12i06.7003
Shea, P. J., Pickett, A. M., & Pelz, W. E. (2003). A follow-up investigation of teaching presence in the SUNY learning network. Journal of Asynchronous Learning Networks, 7(2), 61–80.
Stefanovic, D., Drapsin, M., Nikolic, J., Scepanovic, D., Radjo, I., & Drid, P. (2011). Empirical study of student satisfaction in e-learning system environment. Technics Technologies Education Management, 6(4), 1152–1164.
Sujarwo, S., Sukmawati, S., Akhiruddin, A., Ridwan, R., & Siradjuddin, S. (2020). An analysis of university students’ perspective on online learning in the midst of Covid-19 pandemic. Jurnal Pendidikan dan Pengajaran, 53(2), 125-137. Doi:10.23887/jpp.v53i2.24964
Taylor, P. S. (2007). Can clickers cure crowded classes? Maclean’s, 120,26–27, 73.
Temizer, L. & Turkyilmaz, A. (2012). Implementation of student satisfaction index model in higher education institutions. Procedia - Social and Behavioral Sciences, 46, 3802-3806. doi: 10.1016/j.sbspro.2012.06.150
Vonderwell, S., & Turner, S. (2005). Active learning and preservice teachers’ experiences in an online course: A case study. Journal of Technology and Teacher Education, 13(1), 65-85.
Xiong, W., Mok, K. H., & Jiang, J. (2020). Hong Kong University students’ online learning experiences under the Covid-19 pandemic. https://www.hepi.ac.uk/2020/08/03/hong-kong-university-students-online-learning-experiences-under-the-covid-19-pandemic/
Zakarneh, B. M. (2018). Effectiveness of E-learning mode for teaching English language in Arab Universities. International Journal of Applied Linguistics and English Literature, 7(7), 171. https://doi.org/10.7575/aiac.ijalel.v.7n.7p.171
How to Cite
Copyright (c) 2021 Pegem Journal of Education and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.