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    Lecturers’ perceptions and experiences of Blackboard Collaborate as a distance learning and teaching tool via Open Universities Australia (OUA)

    77138.pdf (245.4Kb)
    Access Status
    Open access
    Authors
    Chen, Julian
    Dobinson, Toni
    Kent, Sarah
    Date
    2019
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Chen, C.C.J. and Dobinson, T. and Kent, S. 2019. Lecturers’ perceptions and experiences of Blackboard Collaborate as a distance learning and teaching tool via Open Universities Australia (OUA). Open Learning: The Journal of Open, Distance and e-Learning. 35 (3): pp. 222-235.
    Source Title
    Open Learning: The Journal of Open, Distance and e-Learning
    DOI
    10.1080/02680513.2019.1688654
    ISSN
    0268-0513
    Faculty
    Faculty of Humanities
    School
    School of Education
    Remarks

    This is an accepted manuscript of an article published by Taylor & Francis in Open Learning: The Journal of Open, Distance and e-Learning on 07/11/2019 available online at http://www.tandfonline.com/10.1080/02680513.2019.1688654

    URI
    http://hdl.handle.net/20.500.11937/76895
    Collection
    • Curtin Research Publications
    Abstract

    Australian tertiary institutions offer online units to provide flexibility for students unable to attend classes on campus due to the constraints of distance and scheduling. While lecture materials and discussions can be accessed asynchronously, a synchronous element allows lecturers and students to interact in real time. Blackboard Collaborate, featuring videoconferencing, text, voice chat and interactive whiteboard, is a synchronous tool which can encourage a collaborative learning environment. This study explored seven lecturers’ perceptions of, and experiences with Blackboard Collaborate in an Australian university setting. Quantitative data was collected and statistically analysed from responses to closed-ended items in an online survey. Qualitative data was gathered and thematically analysed from open-ended item responses and semi-structured interviews. Lecturers found that the use of Blackboard Collaborate motivated students, helped them to share knowledge, facilitated timely responses to student queries, enhanced interaction via multimodality and built virtual learning and teaching communities. Negative aspects were also noted, however, and included lecturers having to cope with technical glitches, a lack of face-to-face co-presence, delayed turn-taking in live sessions and difficulties with engagement due to suitable session scheduling.

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