E-learning management system by Blackboard:

           A survey of the attitudes of faculty members at the university level             

            The current research aims to investigate the importance and effectiveness of the Blackboard system. The essence of this research entails revealing the attitudes of the faculty members towards using it as an e-learning management system and to identify the main obstacles that limit their use of the e-learning management system (Galajda et al., 2016).  In the process of utilizing some of the modern e-learning mechanisms, it is important for the providers of this platforms to ensure that they have had the ability of understanding the manner in which they enhance the development and academic excellence of the modern young generation (Carlton, 2015).

            During this research, Questionnaire was the main tool which was used to collect the necessary data. The sample of the study was obtained from the faculty members at the University of WAHA in the academic year 2018/2019. This exercise had to take into account the different levels of science and their different disciplines, gender, and the work of inquiries about the activation of educational characteristics (Information Resources Management Association, 2017).

Keywords: e-learning management system LMS; blackboard system; faculty members; university level.

                                                            INTRODUCTION

            For some of the preceding years, it implies that some of the educational trends have extensively moved towards online instructions as well as some of the blended instructions that end up replacing face-to-face instruction learning components (Information Resources Management Association, 2015). The reason for that is because blended instructions is perceived as being one of the factors that assist in designing the use of learning management system that aid in facilitating teaching and learning. Despite that, the truth is that there has been a significant transition in electronic learning that has been enhanced by the development of LMSs (learning management systems) (Jean et al., 2015).

            Amongst the examples that have been used in electronic learning management systems include WebCT, Moodle, and Blackboard. The reason for using these platforms entails facilitating electronic learning (Information Resources Management Association, 2017). The reason for that is because LMS (learning management system) have been perceived as being one of the web enabled software platforms that aids in designing as well as managing the delivery learning materials to students (Shonfeld & Gibson, 2019). In this case, it implies that the communication tools that are provided by some of the learning management system are the one which assists in enhancing quick interactions between students and their lectures and amongst other students (Devraj & Irene, 2018). 

            In this case, Blackboard enables faculty members to provide materials courses, dialogue forums, chat, short exams, online assessments, academic resources, and more (Information Resources Management Association, 2017). The reason for that is because Blackboard is an online learning management system designed to help teachers and students interact in online lectures or the use of study materials as well as activities that complement regular classroom teaching. The deanship of e-learning has taken on the responsibility of working to study the systems and the selection of the best in the world. Therefore, it should be noted that the Blackboard software was ranked globally by Gartner in the Golden Box system for 2011 as a pioneer in e-learning management (Baráth et al., 2017). 

            This then implies that LMSs has the ability of enabling several valuations, for instance, online questions that are aids in offering instantaneous feedbacks hence offering a prosperous learning environment (Information Resources Management Association, 2018). The idea behind this is the fact that always learning management systems depends on the internet.  The reason for that is because the internet is the fundamental platform that assists learners in accessing learning materials anytime and anywhere. In return, it becomes possible to overcome time and location boundaries (IGI Global, & Information Resources Management Association, 2015).

             According to the modern academic research, it has been approved that electronic have the ability of transforming the dynamism of higher education learning. The reason for that is because it has the ability of offering extra learning opportunities which in return fosters equitable learning and teaching. Another reason that has made it more and more preferable is because it has the ability to boost some of the methods institutions and learners uses in accessing knowledge (Jean et al., 2015). Taking into account the interactions of these parameters, it implies that there is the need of first ensuring that users have been understanding the manner in which this strategy have the ability of enhancing offering an equitable opportunity to all learners regardless of their ethnic backgrounds (Kyei et al., 2016). According to the modern technological advancements, continued research using such a platform have also enabled learners to access several learning materials at ease. The reason for that is because it is the one that have resulting in tremendous increases in the demand for learning and support on the Internet (Keengwe & Onchwari, 2016).

            Learning management systems (LMSs) have been perceived as being one of the main components of electronic learning. The reason for that is because it is an integrated system which is ultimately responsible for the management of the e-learning process through the global information Network (Caballe & Conesa, 2018). On the other hand, the global network includes admission and registration, registration in subjects, management of these materials, duties, follow-up of students, learning, and management of tests and extraction of final certificates of students (Devraj & Irene, 2018).   This implies that the learning management systems have the potential of becoming the forefront learning mechanisms in the various higher educating learning institutions. Consequently, it means that it is important to take into consideration some of the academic qualifications a learner will gain in the process of utilizing the e-learning management system in line with the blackboard. Other than academic specialization, it is also vital to account for the gender differences that exist when using this mechanism (Dagmar, 2015).

            According to modern research, the modern use of LMS is more advantageous other than facilitating the general access to learning materials.  For instance, this software is designed in a manner that offers interactive learning anywhere and anytime to students who select it (Guzzetti & Lesley, 2016). The idea behind that is because the continued used of the learning management systems can easily be tailored to the extent of meeting the specific learning styles of the students hence making it to be culture-independent. 

            Regardless of the popularity the LMS have gained in the modern times, the truth is that there still exits several limitations. One of these limitations is that the rate of online student is extremely high as compared to traditional students (HCIBGO et al., 2016). The reason for that is because it has been perceived that the majority of the online students feel overwhelmed and isolated in pursuing some of the online courses. According to such a research, the reason for that is because the variety of the contributing factors entails the existence of insufficient problem-solving skills as well as reduced learners’ interactions. 

            Regardless of some of the highlighted advantages, still there are also several inhibitors regarding the general development of learning management systems (LMS). Some of them include the availability of power, infrastructure, and the general access to computers (Keengwe & Onchwari, 2016). Because of such an unplanned compromise, several learning institutions end up utilizing bended learning materials. Such materials mainly comprises of traditional and online learning platforms. The idea behind that is to assist in overcoming some of the disadvantages of elite online education. As a result of that, it is evident that, it ends up creating a rich learning environment which traditional or online classes can strive to achieve (International Conference on e-Learning et al., 2016). This then implies that blended learning, in several academic institutions, is ultimately enhanced by the general use of the LMS. This is because the use of this system serves as the repository for online resources as well as virtual dimensions to conventional collage based learning (Galajda et al., 2016).

                                          PROBLEM STATEMENT

The University seeks to prepare distinguished scientific and research cadres and contribute to the development of the knowledge society through the members of the Faculty of Scientific and practical excellence, and the deanship of e-learning and distance learning at the university. The idea behind this motive entails supporting regular education through the optimum employment of communication technologies. Conversely, the Modern and multimedia, which creates the opportunity for those who wish to continue their education or acquire knowledge in the easiest way and easier, and the deanship with other colleges to establish training courses for faculty members and students on the system of e-learning (Blackboard)

Despite these efforts, the researcher noted the lack of full responsiveness to the use of the e-Learning management system blackboard, and if used by some faculty members of the university, they do not take advantage of all of its possibilities, and therefore the attitudes of faculty members should be seen towards Use the program and employ its different capabilities.  

The problem of research has raised a number of questions:

1. How strong the attitudes of faculty members at the University of Oasis towards the use of e-learning management system Blackboard?
2. Are there differences between the averages of attitudes of faculty members towards the use of Blackboard e-learning system according to gender, and academic specialization (human sciences)?
3. Are there differences between the averages of attitudes of faculty members towards the use of the Blackboard Management System according to the academic qualification (lecturer, lecturer, assistant professor, associate professor, professor) and experience?
4. What are the skills that are good for faculty members in Blackboard?
5. What is the effectiveness of the Blackboard system in the management of e learning?

 

SIGNIFICANCE OF THE STUDY

1. This study contributes to the provision of information that helps the University of Oasis to stand on realistic data.
2. The attitudes and motivation of university faculty may positively influence the use and employment of the Blackboard Learning Management System.
3. The study may contribute to removing obstacles to the use of university faculty and students and motivate them to the Blackboard system.
4. This study may pave the way for new studies and research to support the use of the Blackboard system or the use of other systems in the management of e -learning.

OBJECTIVES

     The objectives of this study entail identifying the reality of the attitudes of faculty members at the University of Al-Waha towards the use and employment of the skills of the Blackboard system, and the desired needs. This will take into account the need of obtaining results and recommendations to enhance learning and education and help in the development of the educational process

DEFINITIONS

LMSs= electronic management systems

E=learning= electronic learning

 

                                          STUDY PROCEDURES AND RESULTS

 THE RESEARCH SAMPLE

            The research sample consisted of 136 faculty members of the WAHA University randomly chosen; representing approximately 14% of the original population of the research sample 1000 faculty members. Conversely, table 1 shows the distribution of the research sample according to its taxonomic variables.

LIMITATIONS   

            A random sample of faculty members at Al-Waha University taking into account change (gender-degree-academic specialization-experience), was the only subject that was used during this study.

STUDY APPROACH

              The study based on the survey is regarded as being of the main method of collecting information. Ideally, using this method, information was to be obtained directly from the individuals chosen to serve as a basis for reaching conclusions about the research community under study.

 

Category								The variables Classification	M
female				Male				Sex	1
67				69
Lecturer and lecturer		Assistant		Professor and Associate Professor				Qualifications  and degrees	3
40		52		44
More than 16		From 6-15 years				1-5		Years of Experience	4
40		56				40
Group II ( theoretical )				Group I ( Scientific )
Home Economics	Preparatory Year	Education and literature	the society	Management of a Workers	Science	Engineering	Medicine	College of  Deanship	5
51				85

Table (1) Distribution of the research sample according to its taxonomic variables

            The researcher compared between research groups in their attitudes towards using Blackboard to manage learning.

 RESEARCH METHODOLOGY:

            During this study, the researcher used the descriptive approach to answer research questions through a questionnaire. The reason for that is because it is the one that aid in collecting information from the research sample and statistically analyze it using descriptive statistics and evidentiary statistics.

STATISTICAL METHODS

            The researcher used several statistical methods using the statistical package of social sciences SPSS: Duplicates, percentages, alpha-Cronbach coefficient, arithmetic averages, standard deviation coefficients, correlation coefficients, and test  "t " for differences between two unequal groups, And a one-way contrast analysis (ANOVA one way).

 SEARCH QUESTIONNAIRE

            In order to answer the research questions and verify this hypothesis, the researcher prepared a questionnaire for the attitudes of faculty members towards the use of the Blackboard Learning Management System. The idea behind that was to ensure that the internal consistency of the questionnaire has been used in computing the correlation coefficients between the vocabulary of the initial image of the scale 39 vocabularies and the total degree For scale. Furthermore, the response options obtained followed the Likert gradient (I strongly agree, I agree, fairly true, I do not agree, I do not agree strongly.

            The results showed statistically significant correlation coefficients between all vocabulary and the total score of the scale except for vocabulary 18 (r = 0.144), 19 (r = 0.002), 26 (0.052r) and 28 (r = 0.152). The final result consisted of 35 single, and table (2) correlation coefficients between each item and the overall degree of direction of the faculty members of the WAHA University towards the use of the e-Learning management system (Blackboard)

Item	Coefficient of correlation	Item	Coefficient of correlation	Item	Coefficient of correlation
1	0.798 **	13	0.186 *	25	0.310 **
2	0.742 **	14	0.845 **	26	0.235 **
3	0.828 **	15th	0.677 **	27	0.244 **
4	0.857 **	16	0.383 **	28	0.594 **
5	0.844 **	17	0.522 **	29	0.800 **
6	0.486 **	18	0.736 **	30	0.884 **
7	0.644 **	19	0.781 **	31	0.848 **
8	0.711 **	20	0.726 **	32	0.811 **
9	0.896 **	21	0.858 **	33	0.299 **
10	0.886 **	22	0.751 **	34	0.230 **
11	0.690 **	23	0.409 **	35	0.745 **
12	0.530 **	24	0.656 **

 Table (2) shows the results of their association with the overall degree.

            It is clear from table (2) that the correlation coefficients between each item and the overall degree of direction of the faculty members of the Northern Frontier University always have the ability of using e-Learning management system Blackboard. The reason for that entails ensuring that their internal consistency of the questionnaire is true.

             As the validity of the questionnaire was verified by calculating the Cronbach’s alpha Factor, Table (3) shows the results.

Number Paragraphs	Cronbach’s alpha Factor
35	0.948

 Table (3) Cronbach’s alpha Factor for stability of the measure of attitudes of faculty members at the WAHA University towards the use of e-learning management system Blackboard

            From table (3) the value of the alpha Cronbach coefficient is shown to be 0.948, which means ensuring that the trends of the faculty members of the WAHA University are consistent towards using the Blackboard e-Learning management system and relying on it to collect the answer data for the search questions.

RESEARCH RESULTS

To answer the first question of research, this reads;

How strongly the attitudes of the faculty members of the WAHA University towards the use of e-Learning management system Blackboard

            The researcher calculated the duplicates, percentages, arithmetic averages, and standard deviation coefficients, for the search sample responses on each of the search questionnaire vocabulary and then estimating the severity of the response according to table (4), and the table (5) shows the results.

Term	Category
Higher than 4.2	very strong
Less than 4.2 to 3.4	Strong
Less than 3.4 to 2.6	Medium
Less than 2.6 to 1.8	Poor
Less than 1.8	Very weak

            Table (4) Degree of appreciation of the responsiveness of faculty members of the WAHA University to the vocabulary of their trend questionnaire towards the use of e-Learning management system Blackboard

      Table (5) responses by faculty members of the Northern Frontier University to the questionnaire on their trends towards the use of e-Learning Management system Blackboard (n = 136)

Importance Relativity	(Standard deviation) )	Average	I totally agree (%)	I agree (%)	True enough (%)	disagree (%)	Strongly Disagree (%)	Item	M
Strong	.8001	4.0588	45 (33.1)	66 (48.5)	19 (14)	-	6 (4.4)	Blackboard is a convenient environment for applying e-learning and learning management.	1
Strong	.07744	4.1176	49 (36)	64 (47.1)	18 (13.2)	-	5 (3.7)	The Blackboard system is an effective learning tool.	2
Strong	.09249	4.1471	60 (44.1)	57 (14.9)	7 (5.1)	3 (2.2)	9 (6.6)	The use of the Blackboard system is important in the development of teaching undergraduate courses.	3
Strong	.0919	4.0294	56 (41.2)	50 (36.8)	17 (12.5)	4 (2.9)	9 (6.6)	The use of the Blackboard system became an urgent necessity for the University professor.	4
Strong	.08731	4.0147	44 (32.4)	50 (68)	15 (11)	-	9 (6.6)	The Learning Management System – Blackboard provides many advantages for a faculty member.	5
Strong	.07526	3.5074	17 (12.5)	53 (39)	48 (35.3)	18 (13.2)	-	I find it difficult to handle the Blackboard system and its applications.	6
Strong	.7776	3.8088	26 (19.1)	72 (52.9)	29 (21.3)	4 (2.9)	5 (3.7)	I feel it's easy to handle the Blackboard system	7
Strong	.07327	4.1029	46 (33.8)	67 (49.3)	16 (11.8)	5 (3.7)	2 (1.5)	I appreciate the colleague who uses the Blackboard  system.	8
Strong	.8334	3.9412	40 (29.4)	63 (46.3)	23 (16.9)	5 (3.7)	5 (3.7)	I need to use the Blackboard system in my teaching courses.	9
Strong	.09383	3.8015	35 (25.7)	63 (46.3)	25 (18.4)	2 (1.5)	11 (8.1)	The Blackboard system should be used in various courses.	10
Strong	.0662	3.9926	31 (22.8)	82 (60.3)	18 (13.2)	1 (0.7)	4 (2.9)	I expect in the future to increase the number of faculty members employed for the Blackboard system	11
Strong	.07714	4.0735	44 (32.4)	70 (51.5)	14 (10.3)	4 (2.9)	4 (2.9)	I would like to have more training on using the Blackboard system	12
Strong	.06841	3.5221	12 (8.8)	61 (44.9)	49 (36)	14 (10.3)	-	I think teaching the E-course on the Blackboard system will prevent me from demonstrating my teaching potential.	13
Strong	.07249	3.7647	18 (13.2)	82 (60.3)	26 (19.26)	6 (4.4)	4 (2.9)	Using the Blackboard system helps me develop my teaching skills.	14
Strong	.09407	3.7647	33 (24.3)	67 (49.3)	14 (10.3)	15. (11)	7 (5.1)	I think using the Blackboard system reduces the burdens of a faculty member.	15
Strong	.7213	3.9412	26 (19.1)	90 (66.2)	10 (7.4)	6 (4.4)	4 (2.9)	I hope the university will increase training programs on the use of the blackboard system.	16
Strong	.07094	3.9338	26 (19.1)	86 (36.2)	18 (13.2)	1 (0.7)	5 (3.7)	I hasten to participate in the training courses on the use of the blackboard system.	17
Strong	0.08591	3.7500	28 (20.6)	67 (49.3)	26 (19.1)	9 (6.6)	6 (4.4)	Teaching through e-learning using the blackboard system provides multiple calendar methods for student performance.	18
Strong	.07197	3.8309	26 (19.1)	86 (36.2)	18 (13.2)	1 (0.7)	5 (3.7)	Teaching through the Blackboard system contributes to solving the problems experienced by traditional education.	19
Strong	.07019	3.8382	28 (20.6)	67 (49.3)	26 (19.1)	9 (6.6)	6 (4.4)	The Blackboard interface features flexibility and clarity	20
Strong	.8463	3.7500	24 (17.6)	79 (58.1)	19 (14)	14 (10.3)	-	I see that using the Blackboard system stimulates students to learn	21
Strong	.09512	3.6691	25 (18.4)	74 (54.4)	28 (20.6)	8 (5.9)	1 (0.7)	The Blackboard system enhances interaction and participation between learners and students and among learners themselves.	22
Strong	.05376	4.1471	28 (20.6)	65 (47.8)	30 (22.1)	7 (5.1)	6 (4.4)	My university encourages me to use the blackboard system to manage learning.	23
Strong	.06065	4.0588	31 (22.8)	61 (44.9)	17 (12.5)	22 (16.2)	5 (3.7)	I enrolled in a training course on the preparation of tests and evaluation in the Learning Management system – Blackboard.	24
Medium	0.10668	2.7279	37 (27.2)	83 (61)	15 (11)	1 (0.7)	-	I teach in the usual way because I cannot deal with the system	25
Strong	.6763	3.9853	15 (11)	28 (20.6)	16 (11.8)	59 (34.4)	18 (13.2)	I am setting up homework for students on the Blackboard Learning Management system.	26
Strong	.09098	3.5147	36 (26.5)	67 (49.3)	28 (20.6)	5 (3.7)	-	I miss my inner motivation and desire to apply the Blackboard system in university education.	27
Strong	.7488	3.9118	23 (16.9)	56 (41.2)	29 (21.3)	24 (17.6)	4 (2.9)	Be patient with a great deal of commitment and self-motivation and ability to control the time when using the Blackboard system	28
Strong	.08605	3.7721	39 (28.7)	53 (39)	37 (27.2)	7 (5.1)	-	The Blackboard System helps different student styles to learn.	29
Strong	0.10072	3.7941	33 (24.3)	57 (41.9)	33 (24.3)	8 (5.9)	5 (3.7)	In fact, the use of e-learning using the blackboard system has led to the development of the performance of the professional teaching staff.	30
Strong	.7923	3.9265	43 (31.6)	51 (37.5)	23 (16.9)	9 (6.6)	10 (7.4)	E-Learning using the BlackBerry system helps to raise the efficiency of students ' academic achievement	31
Strong	0.08658	3.8015	37 (27.2)	63 (46.3)	30 (22.1)	1 (0.7)	5 (3.7)	The tools and options Blackboard offers are effective in managing the learning process.	32
Weak	0.08658	2.3676	6 (4.4)	14 (103)	25 (18.4)	7 (5.1)	21 (15.4)	I prefer to study all my courses using the traditional methods system.	33
Medium	.09144	3.2500	17 (12.5)	43 (31.6)	37 (27.2)	35 (25.7)	4 (2.9)	I see that teaching through the Blackboard system weakens the social cohesion between the teacher and the learners	34
Strong	.08177	3.6544	23 (16.9)	64 (47.1)	30 (22.1)	17 (12.5)	2 (1.5)	Using the Blackboard system stimulates students to learn and increase their skills.	35

Table (5) responses by faculty members of the Northern Frontier University to the questionnaire on their trends towards the use of e-Learning Management system Blackboard (n = 136) 

            From table (5), it is clear that the responses of the faculty members of the WAHA University to the survey of their trends towards the use of the e-Learning management system Blackboard all strong for all research vocabulary except for the vocabulary number (25) “I teach in the usual way because I cannot deal with the system "and vocabulary number (34) " I see that teaching through the Blackboard system weakens the social cohesion between the teacher and the learners.  "Both were medium-intensity, while the intensity of the trend towards the singular (33) “I prefer to study all my courses using the traditional methods system "is weak and all these vocabulary The inverse is that it addresses the trend towards traditional teaching and not using the blackboard system. 

To answer the second question of the research, which states the following?

- Are there any differences between the averages of the attitudes of faculty members at the WAHA University towards the use of e-learning management system? Blackboard according to gender (male and female) and academic specialization (human sciences)

The researcher calculated the value of the T test for the differences between two non-homogeneous groups. In addition, the table (6) shows the results.  

Table (6) Results of the "T" test for the differences between the averages of the attitudes of faculty members at WAHA University to use the Blackboard Management System according to the type and academic specialization on the use of Blackboard

Variables	Categories	Averages	standard deviation	Values "T"	the decision
Sex	Male	1.3217E2	15.48999	0 .058	0 954 0
	female	1.3237E2	23.98221
Specialization	scientific	1.2633E2	21.42450	- 4.815	0 .000
	Humanitarian	1.4218E2	12.42209

            Table (6) shows the lack of statistical significance of the value of T for the differences between the averages of the attitudes of faculty members at the WAHA University   to the use of e-learning management system Blackboard. This mainly takes into account the type and academic specialization in using Blackboard, which means that these trends are not affected by gender and academic specialization.

To answer the third question of the research, which states the following?

- Are there any differences between the averages of the attitudes of faculty members at the WAHA University towards the use of the Blackboard Management System according to the scientific qualification (lecturer, lecturer), (assistant professor), (associate professor, professor), and experience?

The researcher applied the ANOVA to calculate the differences between three heterogeneous groups and the Table (7) shows the results.

            Table (7) shows the results of the one-way variance analysis of the differences between the responses of sample respondents on the trend scale towards using the Blackboard E-Learning Management System according to independent study variables

variable	Source of Contrast	Total squares	Degrees of freedom	Average squares	Value of "P"
Academic Qualifications: (Teaching Assistant, lecturer) (Assistant Professor) (Associate Professor, Professor)	Between groups	4.377	2	2.189	0.00 5
	Within groups	54272.557	133	408.064
	Total	54276.934	135
Experience	Between groups	1095.202	2	547.601	1.369
	Within groups	53181.732	133	399.863
	Total	54276.934	135

            Table (7): shows that there is no statistically significant difference between the three sample groups divided by the number of years of experience (1-10, 6-15 years, more than 16) where the value of "P" is 1.369 = and the significance level = 0.288,

It is also evident that the academic qualification (lecturer, assistant professor, associate professor, professors) had a significant impact on the responses of the faculty members and on the research questionnaire where the value of P = 0.005 and the level of significance = 0.995

 To answer the fourth question of the research, which states the following?

- What are the skills that are good for faculty members in Blackboard?

            The researcher calculates the Duplicates, percentages and Arrangement of skills according to their use by faculty members and the table (8) explains results.

Table (8) shows the skill of the Blackboard system according to its use by the staff of the WAHA University, where the skills of building tests are ranked first, while Wiki sites ranked last.

 

M	Skill	Repetition	%	Arrangement Importance
1	(Course Messages ) Employment Skill	56	7.77	4
2	)Calendar) Employment Skill	44	6.11	6
3	)My Grades) Employment Skill	50	6.94	5
4	) groups) Employment Skill	42	5.83	7
5	(Blackboard Collaborate) Skill	40	5.55	8
6	(Discussion Board) Skill	34	4.72	10
7	)Announcements) Skill	102	14.16	2
8	)Assignments ) Skill	88	12.22	3
9	(Tests ) Skill	124	17.22	1
10	)Blogs) Skill	32	4.44	11
11	)Wiki sites(Skill	20	2.77	14
12	(Portfolios) Skill	28	3.88	12
13	)Surveys ) Skill	36	5 .00	9
14	(Journals) Skill	24	3.33	13

  Table (8) Duplicates and percentages and Arrangement of skill of the Blackboard system according to use by faculty members of the WAHA University.

                                                STUDY IMPLICATIONS

Form this study; it implies that a large percentage of the precipitants are proficient and knowledgeable in computing. The reason for that is because this avenue has been perceived as being the main precursor for adopting LMS. Taking into account the non-users and users of Blackboard, it implies that it has the ability of enhancing some of the conditions that were moderately associated with the behavioral intentions of the users. Ideally, the LMS workload is perceived as being something that have has evolved as being an innovative strategy. The reason for that is because it takes into account the utilization of existing online systems to enhance academic as well as supporting academic qualifications.

                                                            CONCLUSIONS

             Despite that, the truth is that there has been a significant transition in electronic learning that has been enhanced by the development of LMSs. it implies that the communication tools that are provided by some of the learning management system is the one which assists in enhancing quick interactions between students and their lectures and amongst other students. This means that such a scenario, taking into account its enhanced functions and costs, is the one which have revolutionized the methods of access to knowledge and participation, resulting in tremendous increases in the demand for learning and support on the Internet.

                                                 RECOMMENDATIONS

            The idea behind this motive entails supporting regular education through the optimum employment of communication technologies. Therefore, it is important for the Modern and multimedia sector to ensure that they in hand the opportunity for those who wishes to continue their education or acquire knowledge in the easiest way and easier, and the deanship with other colleges to establish training courses for faculty members and students on the system of e-learning.

            Nevertheless, it is important to take into account the differences that exist between the averages of attitudes of faculty members towards the use of Blackboard e-learning system according to gender, and academic. The reason for that is because it the one that aids in determining how strong the attitudes of faculty members at the University of Oasis is towards the use of e-learning management system Blackboard. Conversely, this is what will assist in evaluating the effectiveness of the Blackboard system in the management of electronic learning.

 

                                                           

 

                                                           

 

 

 

 

 

 

 

 

 

 

 

 

                                                                        References

            Baráth, T., Nazir, S., & Andre, T. (2017). Advances in Human Factors, Business Management, Training and Education: Proceedings of the AHFE 2016 International Conference on Human Factors, Business Management and Society, July 27-31, 2016, Walt Disney World®, Florida, USA. Cham: Springer.

            Carlton, W. (2015). EL2015-10th International Conference on e-Learning: ICEL 2015. Academic Conferences and publishing limited, 2015

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