Barriers to Using Learning Management System – Research Paper Example

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The paper “ Barriers to Using Learning Management System ” is a thoughtful variant of a research paper on sociology. The first few questions of the interview focused on the demographic data as this may influence the update of LMS. Table # provides an outline of the participants’ demographic information and the results from this data are discussed in more detail. Code Interviewee 1 (I-1) Interviewee 2 (I-2) Interviewee 3 (I-3) Interviewee 4 (I-4) Interviewee 5 (I-5) Interviewee 6 (I-6) Age 26-30 26-30 31-35 46-50 31-35 31-35 Department College of Science Deanships and Institutes Deanships and Institutes College of Science College of Science Deanships and Institutes Length of teaching experiences 2 years 4 years 5 years 17 years 5 years One year Degree Master Bachelor Master PhD Master Master Faculty position Lecturer Teaching assistant Lecturer Assistant Professor Lecturer Lecturer Nationality Saudi Saudi Saudi Non-Saudi Saudi Saudi System Experience 2 years (always) No No 2 years (always) One year (always) No   4.5.1.1 Participant’ s ages: Table #: Interviewee's ages Age Range   Number Percentage Had Blackboard experience Never had Blackboard experience 26-30   2 (I-1) (I-2) 33.3% 1 (I-1) 1 (I-2) 31-35   3 (I-3) (I-5) (I-6) 50% 1 (I-5) 2 (I-3) (I-6) 46-50   1 (I-4) 16.6% 1 (I-4) 0 Three interviewees (50%) were in their mid-thirties.

Two of the interviewees (I-3) and (I-6)had Blackboard experiences. There were two of six participants in a group of age 26-30(I-1) who had Blackboard experience and (I-2) did not have any experience in using Blackboard. The findings from both the survey (see Table 13) and the interview on the ages of the participants were similar.

In the survey, the results implied that the older participants preferred the use of the Blackboard system when compared to the younger aged participants, for example, in Table 14 in the survey, 33.3 % of the participant aged above 55 years used the blackboard system in most of their subjects. The younger participants however used them in very few of the subjects. This differed from the interview results, however, it is only one participant. 4.5.1.2 Participant’ s colleges: Table #: Participant's colleges Colleges Number Percentage No use of blackboard in courses Use of blackboard in courses College of Science 3 (I-1) (I-4) (I-5) 50% 0 3 (I-1) (I-4) (I-5) Deanships and Institutes 3 (I-2) (I-3) (I-6) 50% 3 (I-2) (I-3) (I-6) 0 Interviewees were equally based in both the College of Science and the Deanships and Institutes at 50% each relating to three participants each in the two departments.

All the interviewees (I-1, I-4and I-5)who used Blackboard worked in the College of Science. In the survey, the majority of survey participants were from the humanities field and this differed from those of the interview were they were from two fields. Given that the interviewees were only from two colleges, the researcher got limited information on the use of Blackboard across a variety of disciplines in the university sector in KSA. 4.5.1.3 Participants teaching experiences The question on the length of teaching experience had varied answers and they are explained as follows. Table #: Length of teaching experiences Years of experiences Number Percentage Had Blackboard experience No had Blackboard experience Less than 2 years 1 (I-6) 16.7% 0 1 (I-6) 2-5 years 4 (I-1) (I-2) (I-3) (I-5) 66.7% 2 (I-1) (I-5) 2 (I-2) (I-3) More than 5 years 1 (I-4) 16.7% 1 (I-4) 0 The interview findings showed that 66.7% of the respondents had 2 to 5 years of teaching experience (four out of the six interviewees).

This range of teaching experience also had the highest number of those with blackboard experience. When compared to the survey (Table 8), the majority of the respondents had teaching experience of 1-5 years, which aligns with this finding. The survey further compared teaching experience in relation to the different levels of the learning management systems use (see Table 9). The results show that those with substantial experience of the Blackboard had teaching experience of between 11 to 15 years.

In contrast with the interview, most of those with Blackboard experience had 2 to 5 years of teaching experience. 4.5.1.4 Education Level (Participants’ highest academic degree)The greater number of interviewees had acquired a Master’ s education at 66.7%, followed by one participant (I-2) who had a bachelor’ s degree and one with a Ph. D. degree (I-4). There appears to be a slight trend with the higher the level of education level the more likely the interviewee has had experience in using Blackboard. Table #: Participants' highest academic degree Educational Level Number Percentage Had Blackboard experience Never had Blackboard experience Bachelor 1 (I-2) 16.7% 0 1 (I-2) Master 4 (I-1) (I-3) (I-5) (I-6) 66.7% 2 (I-1) (I-5) 2 (I-3) (I-6) Doctorate (Ph. D.) 1 (I-4) 16.7% 1 (I-4) 0 4.5.1.5 Participants NationalityThe nationality of the interviewees was mostly of Saudi origin with one participant being non-Saudi.

This result was similar to that of the survey where 91.6% of the respondents were also of Saudi origin. (I-2), (I-3) and (I-6) who were Saudi never had Blackboard experience while the other two Saudi (I-1)and (I-5) had Blackboard experience. The non-Saudi interviewee (I-1)had a Blackboard experience.

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