Learners’ Perceptions of the Design Principles of Blackboard

Abstract

Abstract Recognising the usability challenges that are linked to tools like the Blackboard learning management system are significant. This paper presents the outcome of an assessment of adherence to design principles on Blackboard from the learner-user perspective at Botho University, Botswana. As the university is shifting from a conventional teaching mode to a more contemporary blended mode, slow progress in using Blackboard is observed among learners. It is critical to increase the usability of Blackboard by addressing imbalances, such as those observed in this study. Addressing these issues will increase the effective usage of Blackboard and they can be seen as the main agenda for the learning, teaching, and assessment strategy of Botho University. It is critical to gather the opinions of learners who study specific modules in programmes that could be offered by any of the faculties. The study was conducted using evaluation questionnaires completed by learners, who are the users of Blackboard. It is found that users are generally satisfied with the expectations concerning the tool's usage. The study identified issues of low internet bandwidth and the need for more training. These issues have been raised to increase and enhance the accessibility and usability of Blackboard.