Enhancing Higher Education Learning through Blackboard: Impact on Student Learning and Diversity

Abstract

The increasing reliance on digital learning platforms in higher education necessitates an exploration of how Learning Management Systems (LMS) like Blackboard influence student learning experiences and accommodate learning diversity. This study examines the effectiveness of Blackboard in promoting inclusive and engaging learning experiences at the University of Fort Hare. The purpose of this research was to investigate how students interact with Blackboard, the challenges they face, and the extent to which the platform supports diverse learning needs. This study is guided by the Community of Inquiry (CoI) framework, which examines cognitive, social, and teaching presence in online learning. By applying this framework, the research evaluates how Blackboard fosters meaningful engagement, supports diverse learning needs, and enhances instructional effectiveness, contributing to a more inclusive and student-centered digital learning environment. This study adopts a mixed-methods approach. This methodology allows for a comprehensive analysis of students’ perceptions, engagement levels, and barriers to the optimal use of Blackboard. The findings indicate that while Blackboard enhances accessibility to learning materials and fosters asynchronous engagement, students encounter challenges related to digital literacy, navigation complexities, and limited interactive elements. Additionally, variations in students’ technological proficiency and learning preferences highlight the need for adaptive instructional strategies. The above findings indicate the importance of integrating student centered design principles into Blackboard’s usage, ensuring that learning experiences cater to diverse student backgrounds. Providing training for both students and lecturers is important in addressing technical challenges, improving digital literacy, and ensuring seamless navigation of Blackboard. The study’s relevance lies in informing institutional strategies for improving Blackboard’s pedagogical effectiveness, fostering student engagement, and promoting digital inclusivity. By addressing these concerns, the University of Fort hare can enhance student learning experiences and bridge digital disparities, ultimately contributing to a more equitable and responsive higher education environment.