Perceived promoters of and barriers to use of a learning management system in an undergraduate nursing program

Abstract

Effective presentation of information is essential in teaching and learning. We assessed the promoters of and barriers to utilization of a learning management system, namely Blackboard® (Blackboard Inc., Washington DC, USA), by undergraduate nursing students. We investigated their utilization of Blackboard®and provided recommendations to improve their teaching and learning. We conducted a cross-sectional survey of 304 women in their second to fourth years of study using a validated questionnaire that evaluated their perceptions of Blackboard® utilization. Data were collected between January and February 2017 and analyzed using descriptive and comparative statistics. The response rate was 67.5%. The most frequently reported promoters of Blackboard® utilization were factors related to obtaining course specifications, materials, and grades (means: 3.54 ± 1.18, 3.54 ± 1.25, and 3.55 ± 1.34, respectively). The most commonly mentioned barriers to Blackboard® utilization were factors related to loss of communication and feedback from educators (mean: 4.21 ± 1.05). Our results revealed that students experiences of using such systems are often negative, especially in terms of communication, interaction, and feedback. Investment in staff training and creation of new roles to monitor, maintain, and audit the quality of such systems are recommended.