Analyzing Blackboard Learn Usage Patterns Among Higher Education Students

• Published in: 2025 13th International Conference on Information and Education Technology (ICIET) pp. 322 - 326
• Main Authors: Ahmad, Rozaini, Yaacob, Yazilmiwati, Mustamam, Nur Izzati, A'seri, Muhamad Safwan Mohd, Nagasundram, Usha
• Format: Conference Proceeding
• Language: English
• Published: IEEE 18.04.2025
• Subjects: blackboard learn; Education; High frequency; pattern; Philosophical considerations; pre-class usage; teaching and learning; Videos
• DOI: 10.1109/ICIET66371.2025.11046279

This study aims to analyze the pattern of Blackboard Learn among students in higher education institutions. This study takes the form of a case study by analyzing the data obtained from the evaluation course report from Blackboard Learn for Philosophy and Current Issues, which students taking this subject use. A total of 273 respondents from the Association of Chartered Certified Accountants (ACCA) Sunway Kuala Lumpur College have used the Blackboard Learn platform to learn Philosophy and Current Issues from 2 September to 2 December 2024. The study results show that pre-class has an average frequency of access, which is very high (77.18 %), showing the importance of preparation before class in improving student engagement and performance. However, there is no activity frequency for the high category, which is between 10 % and 50 %. Sections such as Lecture Slides, Lecturer Materials, Coursework, Final Exams, and Assessment Details and Dates have moderate access averages (1.03 % to 7.40 %) but are used continuously throughout the semester. Getting Started, References and Template Letter of Absenteeism show a low average access (0.16 % to 0.38 %) due to students' preference for finding references. The key findings of this study indicate that pre-class usage demonstrates that students heavily rely on preparatory materials to build foundational knowledge before class, such as watching instructional videos and answering pre-class questions, which has the potential to enhance their understanding during lectures and support active participation in subsequent learning activities.