Using a Learning Management System to Foster Independent Learning in an Outcome-Based University: A Gulf Perspective

Abstract

A survey based study was initiated in an outcome-based academic institution located in the Gulf region. The goal of this study was to learn about the students' attitude toward using a learning management system (LMS) (Blackboard learn+) to take charge of their learning and to assess the awareness of the students about the learning outcomes used in the university IT programs. The survey was developed to target students in the College of Information Technology and included three categories: Learning Outcomes, Effective Use of Technology, and Communication and Confidence Development. In the first category, questions were asked to learn about the students' understanding of how learning outcomes are used in the IT College and University. In the second category, questions were asked to learn about the students' ability and willingness to use Blackboard in their courses. In the third category, questions were asked to learn about the students' preferred mode of communication and whether using Blackboard helped them build confidence and become independent learners. Study results showed that the majority of students are aware that the College uses specific learning outcomes in all courses and which learning outcomes are included in course syllabi. Moreover, students indicated a willingness to use Blackboard on a daily basis to check for course materials, grade updates and take online assessments. Most students felt like they became more confident in expressing their opinions and ideas using communication technologies. Students also indicated that using online learning has improved their technical skills and the resources posted on the LMS allowed them to learn more about related course topics. The students' preferred mode of communication was email rather than face to face meetings. Their least favorite mode of communication was the LMS discussion board. Students felt like they became more confident in expressing their opinions and ideas using communication technologies and that using online learning helped improved their technical skills. Finally, students felt that while web resources allowed them to become independent learners, they still needed the guidance of instructors. The knowledge gained from this research could contribute to understanding the online modality of higher education in this region. Universities in this region are struggling to find solutions to the students' dependence on teachers. Using a technology mediated learning environment can provide a solution to improve academic performance, students confidence and help students become independent learners. Moreover, instructors can help by choosing the most appropriate teaching methods to foster student learning in segregated academic institutions. ABSTRACT FROM AUTHOR Copyright of Issues in Informing Science & Information Technology is the property of Informing Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)