Higher Tertiary Education Perspectives: Evaluating the Electronic Assessment Techniques of the Blackboard Platform for Fairness and Reliability

Authors

DOI:

https://doi.org/10.24310/ijtei.101.2024.17813

Keywords:

Assessment Techniques, Blackboard Learning Management System, Electronic Techniques, Reliability and Fairness, Student Perceptions, Tertiary Education

Abstract

The rapid digital transformation in the educational sector has prompted a shift towards online evaluation methods, raising questions about their efficacy, acceptance, and fairness. This study explored students’ perceptions regarding electronic evaluation techniques facilitated by the Blackboard Learning Management System. Utilizing a descriptive quantitative research design, 400 participants were randomly selected from a tertiary institution to ensure varied representation. Data was methodically gathered through a bespoke questionnaire comprising 20 items, divided into three main factors, to capture nuanced insights on multiple facets of electronic assessment. The analysis revealed that weekly assignments were the preferred method for digital assessments among students, closely followed by real-time in-lecture questions. Other techniques, such as short tests and group discussion forums, were less prevalent, and traditional final examinations were the least preferred. Furthermore, there was a general high receptivity towards the electronic assessment methods, with a moderate trust in their fairness and reliability. These perceptions remained remarkably consistent regardless of gender or academic discipline. Such findings emphasize the pivotal role of electronic assessment platforms in shaping the academic landscape, hinting at their sustained significance in future educational paradigms. Drawing from these findings, several pedagogical implications have been put forth, accompanied by a delineation of study limitations and subsequent recommendations for future research.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biography

Taha ALKursheh, University of Tabuk,

https://orcid.org/0000-0002-4098-2147
Taha Okleh ALKursheh

University of Tabuk, Saudi Arabia

tahaalkursheh@gmail.com

References

Aburumman, M. F. (2021). E-assessment of students’ activities during covid-19 pandemic: Challenges, advantages, and disadvantages. International Journal of Contemporary Management and Information Technology, 2(1), 1-7.

Agung, A. S. N., Surtikanti, M. W., & Quinones, C. A. (2020). Students’ perception of online learning during COVID-19 pandemic: A case study on the English students of STKIP Pamane Talino. SOSHUM: Jurnal Sosial Dan Humaniora, 10(2), 225-235. https://doi.org/10.31940/soshum.v10i2.1316

Ahmed, S., Noor, A. S. M., Khan, W. Z., Mehmood, A., Shaheen, R., & Fatima, T. (2023). Students’ perception and acceptance of e-learning and e-evaluation in higher education. Pakistan Journal of Life & Social Sciences, 21(1), 86-95. https://doi.org/10.57239/PJLSS-2023-21.1.007

Alam, I., Qasim, A., Shah, A. H., & Kumar, T. (2023). Blackboard Collaborate: COVID-19 impacts on EFL classroom learning and knowledge on first year university students. International Journal of Knowledge and Learning, 16(3), 221-237. https://doi.org/10.1504/IJKL.2023.132159

Al-Azawei, A., Baiee, W. R., & Mohammed, M. A. (2019). Learners’ Experience Towards E-Assessment Tools: A Comparative Study on Virtual Reality and Moodle Quiz. International Journal of Emerging Technologies in Learning, 14(05), 34-50. https://doi.org/10.3991/ijet.v14i05.9998

Alblaihed, M. (2023). Attitudes of faculty members at the University of Hail towards using the blackboard as a distance-learning system. St. Theresa Journal of Humanities and Social Sciences, 9(1), 1-23.

Alenezi, M. (2023). Digital learning and digital institution in higher education. Education Sciences, 13(1), e88. https://doi.org/10.3390/educsci13010088

Al-khresheh, M. (2021). Revisiting the effectiveness of Blackboard learning management system in teaching English in the era of COVID 19. World Journal of English Language, 12(1), 1-14. https://doi.org/10.5430/wjel.v12n1p1

Al-khresheh, M. (2022a). The Impact of COVID-19 pandemic on teachers’ creativity of online teaching classrooms in the Saudi EFL context. Frontiers in Education, 7(1041446), 1-11. https://doi.org/10.3389/feduc.2022.1041446

Al-khresheh, M. (2022b). Teachers’ perceptions of promoting student-centred learning environment: an exploratory study of teachers’ behaviours in the Saudi EFL context. Journal of Language and Education, 8(3), 23-39. https://doi.org/10.17323/jle.2022.11917

Al-Maqbali, A. H., & Raja Hussain, R. M. (2022). The impact of online assessment challenges on assessment principles during COVID-19 in Oman. Journal of University Teaching and Learning Practice, 19(2), 73–92. https://doi.org/10.53761/1.19.2.6

Almoeather, R. (2020). Effectiveness of blackboard and Edmodo in self-regulated learning and educational satisfaction. Turkish Online Journal of Distance Education, 21(2), 126–140. https://doi.org/10.17718/tojde.728140

Almufarreh, A., Arshad, M., & Mohammed, S. H. (2021). An efficient utilization of blackboard ally in higher education institution. Intelligent Automation & Soft Computing, 29(1). https://doi.org/10.32604/iasc.2021.017803

AlTameemy, F. A., Alrefaee, Y., & Alalwi, F. S. (2020). Using blackboard as a tool of e-assessment in testing writing skill in Saudi Arabia. Asian ESP, 16(6.2).

Alyadumi, Y. A. M., & Falcioglu, P. (2023). Satisfaction of higher education students with blackboard learning system during Covid-19. Journal of Management Marketing and Logistics, 10(2), 72-84. https://doi.org/10.17261/pressacademia.2023.1744

AL-Qadri, A. H., & Zhao, W. (2021). Emotional intelligence and students’ academic achievement. Problems of Education in the 21st Century, 79(3), 360. https://doi.org/10.33225/pec/21.79.00

Azizan, S. N., Lee, A. S. H., Crosling, G., Atherton, G., Arulanandam, B. V., Lee, C. E. C., & Abdul Rahim, R. B. (2022). Online learning and covid-19 in higher education: the value of it models in assessing students’ satisfaction. International Journal of Emerging Technologies in Learning, 17(03), 245–278. https://doi.org/10.3991/ijet.v17i03.24871

Baig, M., Gazzaz, Z. J., & Farouq, M. (2020). Blended Learning: The impact of blackboard formative assessment on the final marks and students’ perception of its effectiveness. Pakistan journal of medical sciences, 36(3), 327-332. https://doi.org/10.12669/pjms.36.3.1925

Ball, H. L. (2019). Conducting online surveys. Journal of human lactation, 35(3), 413-417.

Baron, J. V. (2023). Blackboard system and students’ academic performance: an experimental study in the Philippines. Journal of Social, Humanity, and Education, 3(3), 173-184. https://doi.org/10.35912/jshe.v3i3.1186

Bender, T. (2023). Discussion-based online teaching to enhance student learning: Theory, practice and assessment. Taylor & Francis.

Bizami, N. A., Tasir, Z., & Kew, S. N. (2022). Innovative pedagogical principles and technological tools capabilities for immersive blended learning: a systematic literature review. Education and Information Technologies, 28(2), 1373–1425. https://doi.org/10.1007/s10639-022-11243-w

Challa, K. T., Sayed, A., & Acharya, Y. (2021). Modern techniques of teaching and learning in medical education: a descriptive literature review. MedEdPublish, 10(18). https://doi.org/10.15694/mep.2021.000018.1

Dahlstrom-Hakki, I., Alstad, Z., & Banerjee, M. (2020). Comparing synchronous and asynchronous online discussions for students with disabilities: The impact of social presence. Computers & Education, 150, 103842. https://doi.org/10.1016/j.compedu.2020.103842

Davidova, D. (2023). Comparative analysis of traditional and new assessment methods in specialized schools. Science and innovation, 2(7), 183-184. https://doi.org/10.5281/zenodo.8185594

Dziubaniuk, O., Ivanova-Gongne, M., & Nyholm, M. (2023). Learning and teaching sustainable business in the digital era: a connectivism theory approach. International Journal of Educational Technology in Higher Education, 20(1), 1-23. https://doi.org/10.1186/s41239-023-00390-w

Fauzani, R. A., Senen, A., & Retnawati, H. (2021). Challenges for elementary school teachers in attitude assessment during online learning. Journal of Education Research and Evaluation, 5(3), 362-372. https://doi.org/10.23887/jere.v5i3.33226

García-Morales, V. J., Garrido-Moreno, A., & Martín-Rojas, R. (2021). The transformation of higher education after the COVID disruption: emerging challenges in an online learning scenario. Frontiers in Psychology, 12, 616059. https://doi.org/10.3389/fpsyg.2021.616059

Garg, M., & Goel, A. (2022). A systematic literature review on online assessment security: Current challenges and integrity strategies. Computers & Security, 113, 102544. https://doi.org/10.1016/j.cose.2021.102544

Gonzales Tito, Y. M., Quintanilla López, L. N., & Pérez Gamboa, A. J. (2023). Metaverse and education: a complex space for the next educational revolution. Metaverse Basic and Applied Research, 2(56), 1-10. https://doi.org/10.56294/mr202356

Guangul, F. M., Suhail, A. H., Khalit, M. I., & Khidhir, B. A. (2020). Challenges of remote assessment in higher education in the context of COVID-19: a case study of Middle East College. Educational Assessment, Evaluation and Accountability, 32(4), 519–535. https://doi.org/10.1007/s11092-020-09340-w

Guoyan, S., Khaskheli, A., Raza, S. A., Khan, K. A., & Hakim, F. (2021). Teachers’ self-efficacy, mental well-being and continuance commitment of using learning management system during COVID-19 pandemic: a comparative study of Pakistan and Malaysia. Interactive Learning Environments, 31(7), 4652–4674. https://doi.org/10.1080/10494820.2021.1978503

Habib, M. N., Jamal, W., Khalil, U., & Khan, Z. (2020). Transforming universities in interactive digital platform: case of city university of science and information technology. Education and Information Technologies, 26(1), 517–541. https://doi.org/10.1007/s10639-020-10237-w

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004

Hezam, A. M. M., & Mahyoub, R. A. M. (2022). Saudi university students’ perceptions towards language learning via blackboard during COVID-19 pandemic: a case study of Department of Languages and Translation, Taibah University, Al-Ula Campus. Advances in Social Sciences Research Journal, 9(11), 360–372. https://doi.org/10.14738/assrj.911.12730

Hosseini, M. M., Egodawatte, G., & Ruzgar, N. S. (2021). Online assessment in a business department during COVID-19: Challenges and practices. The International Journal of Management Education, 19(3), 100556. https://doi.org/10.1016/j.ijme.2021.100556

Huang, J., Saleh, S., & Liu, Y. (2021). A review on artificial intelligence in education. Academic Journal of Interdisciplinary Studies, 10(3), 206. https://doi.org/10.36941/ajis-2021-0077

Iqbal, S. A., Ashiq, M., Rehman, S. U., Rashid, S., & Tayyab, N. (2022). Students’ perceptions and experiences of online education in Pakistani universities and higher education institutes during COVID-19. Education Sciences, 12(3), e166. https://doi.org/10.3390/educsci12030166

Kashyap, A. M., Sailaja, S. V., Srinivas, K. V. R., & Raju, S. S. (2021). Challenges in online teaching amidst covid crisis: Impact on engineering educators of different levels. Journal of Engineering Education Transformations, 34(1), 38-43. https://doi.org/10.16920/jeet/2021/v34i0/157103

Kiryakova, G. (2021). E-assessment-beyond the traditional assessment in digital environment. IOP Conference Series: Materials Science and Engineering, 1031(1), 012063. https://doi.org/10.1088/1757-899x/1031/1/012063

Lai, J. W., & Bower, M. (2019). How is the use of technology in education evaluated? A systematic review. Computers & Education, 133, 27–42. https://doi.org/10.1016/j.compedu.2019.01.010

Liu, Z. Y., Lomovtseva, N., & Korobeynikova, E. (2020). Online learning platforms: Reconstructing modern higher education. International Journal of Emerging Technologies in Learning (iJET), 15(13), 4-21. https://doi.org/10.3991/ijet.v15i13.14645

Malik, G., Tayal, D.K., & Vij, S. (2019). An Analysis of the Role of Artificial Intelligence in Education and Teaching. In P. Sa, S. Bakshi, I. Hatzilygeroudis & M. Sahoo (eds), Recent Findings in Intelligent Computing Techniques. Advances in Intelligent Systems and Computing (v. 707, pp. 407-417). Springer. https://doi.org/10.1007/978-981-10-8639-7_42

Mampota, S., Mokhets’engoane, S. J., & Kurata, L. (2023). Connectivism theory: Exploring its relevance in informing Lesotho’s integrated curriculum for effective learning in the digital age. European Journal of Education and Pedagogy, 4(4), 6–12. https://doi.org/10.24018/ejedu.2023.4.4.705

Marevci, F., & Salihu, A. (2023). The Effect of Strengths/Opportunities and Weaknesses/Challenges on Online Learning during the COVID -19 Pandemic. International Journal of Emerging Technologies in Learning, 18(17), 168–183. https://doi.org/10.3991/ijet.v18i17.39517

Martin, F., & Bolliger, D. U. (2018). Engagement matters: student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205-222.https://doi.org/10.24059/olj.v22i1.1092

Meirbekov, A., Maslova, I., & Gallyamova, Z. (2022). Digital education tools for critical thinking development. Thinking Skills and Creativity, 44, 101023. https://doi.org/10.1016/j.tsc.2022.101023

Munir, H., Vogel, B., & Jacobsson, A. (2022). Artificial intelligence and machine learning approaches in digital education: A systematic revision. Information, 13(4), e203. https://doi.org/10.3390/info13040203

Onyekwere, J., & Enamul Hoque, K. (2023). Relationship between technological change, digitization, and students’ attitudes toward distance learning in Lagos Higher Education institutes. Innoeduca. International Journal of Technology and Educational Innovation, 9(1), 126–142. https://doi.org/10.24310/innoeduca.2023.v9i1.15286

Padilla-Hernández, A. L., Gámiz-Sánchez, V. M., & Romero-López, M. A. (2019). Proficiency levels of teachers’ digital competence: A review of recent international frameworks. Innoeduca. International Journal of Technology and Educational Innovation, 5(2), 140–150. https://doi.org/10.24310/innoeduca.2019.v5i2.5600

Rajesh, P. K., & Sethuraman, K. R. (2020). Strengths, weaknesses, opportunities and challenges (swoc) of online teaching learning and assessment in a medical faculty. Asian journal of medicine and health sciences, 3(2), 68-71.

Rakha, A. H. (2023). The impact of Blackboard Collaborate breakout groups on the cognitive achievement of physical education teaching styles during the COVID-19 pandemic. Plos One, 18(1), e0279921. https://doi.org/10.1371/journal.pone.0279921

Ratten, V. (2023). The post COVID-19 pandemic era: Changes in teaching and learning methods for management educators. The International Journal of Management Education, 21(2), 100777. https://doi.org/10.1016/j.ijme.2023.100777

Saadati, Z., Zeki, C. P., & Vatankhah Barenji, R. (2021). On the development of blockchain-based learning management system as a metacognitive tool to support self-regulation learning in online higher education. Interactive Learning Environments, 31(5), 3148–3171. https://doi.org/10.1080/10494820.2021.1920429

Slattery, E. L., Voelker, C. C., Nussenbaum, B., Rich, J. T., Paniello, R. C., & Neely, J. G. (2011). A practical guide to surveys and questionnaires. Otolaryngology--Head and Neck Surgery, 144(6), 831-837.

Tang, T. T., Nguyen, T. N., & Tran, H. T. T. (2022). Vietnamese Teachers’ Acceptance to Use E-Assessment Tools in Teaching: An Empirical Study Using PLS-SEM. Contemporary Educational Technology, 14(3), ep375. https://doi.org/10.30935/cedtech/12106

Therisa Beena, K. K., & Sony, M. (2022). Student workload assessment for online learning: An empirical analysis during Covid-19. Cogent Engineering, 9(1), e2010509. https://doi.org/10.1080/23311916.2021.2010509

Tseng, H. (2020). An exploratory study of students’ perceptions of learning management system utilisation and learning community. Research in Learning Technology, 28(0). https://doi.org/10.25304/rlt.v28.2423

Veluvali, P., & Surisetti, J. (2022). Learning management system for greater learner engagement in higher education—A review. Higher Education for the Future, 9(1), 107-121. https://doi.org/10.1177/23476311211049855

Downloads

Published

2024-06-01

How to Cite

ALKursheh, T. (2024). Higher Tertiary Education Perspectives: Evaluating the Electronic Assessment Techniques of the Blackboard Platform for Fairness and Reliability. Innoeduca. International Journal of Technology and Educational Innovation, 10(1), 144–165. https://doi.org/10.24310/ijtei.101.2024.17813

Issue

Section

Articles