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Should Blackboard be more social and engaging?
Transcript of Should Blackboard be more social and engaging?
Social Networking, 2008–2013
The research team
Kavita Bhakar: W13289483
Krisjanis Grosbergs: W13459765
Gaspare Magnifico Fracaro: W1338935
Loren Moschkowitsch: W13395179
Richard Nguyen: W13247674
of students felt they saved time by submitting and accessing documents online using Blackboard
(Bridge and Appleyard, 2008)
98.8% of the 7.19 million 16-24 year olds use the Internet on a daily basis, making them the largest age group of online users
(The Office of National Statistics 2011)
The "cool" and "not cool" factors of individuals are now being determined via social network communication
60 – 70% of 1000 students that were about to commence their higher education studies have displayed interest in using blogs and social networks
Out of 182 respondents:
37.9% said it would be convenient to integrate social network facilities into blackboard
24.7% said that they would welcome the opportunity
17.6% felt their privacy would be invaded
22.5% are not concerned
(Roblyer et al, 2010)
"Social networking sites have been accused of being the ultimate tool of procrastination"
(Madge. et al. 2009).
Focus Group and
To determine whether Blackboard should be more social.
To explore the impact that social networks have had on student
To examine how Blackboard is used amongst University students
Thank you for your time
How much time do you spend on social networks talking about university assignments?
60% of respondents from 18-25 years old, spend less than 1 hour
68% of respondents from 25-35 years old, spend less than 1 hour
75% of respondents from 35 years old and over, spend more than 5 hours
How satisfied are you with the current Blackboard system?
20% of respondents are very dissatisfied
41% of respondents are dissatisfied
Only 6% of respondents are very satisfied
How engaging is the Blackboard learning environment?
51% of respondents think that is poorly engaging
Only 4% of respondents are very engaged with Blackboard
Would you use Blackboard more often if you had the opportunity to interact with your fellow students?
33% of respondents would definitely use Blackboard more often
27% of respondents would use Blackboard more often
66% of WBS's students, don't have any social platform where to collaborate with their university colleagues
79% of WBS's students, use Blackboard only to check grades and obtain module info
61% of WBS's students are "at least" dissatisfied with the Blackboard learning platform.
60% of WBS's students agreed that if Blackboard would integrate a social media platform, they would use it more often.
Bridge, P. and Appleyard, R., (2008). A comparison of electronic and paper-based assignment submission and feedback. British Journal of Educational Technology, 39: 644–650. doi: 10.1111/j.1467-8535.2007.00753.x
Bryman, A., & Bell, E. (2007). Business research methods. Oxford University Press, USA
Collis, J., & Hussey, R. (2009). Business research: a practical guide for undergraduate & postgraduate students. Basingstoke, Hampshire, [UK], Palgrave Macmillan.
Cooper, D. R., Schindler, P. S., & Sun, J. (2003). Business research methods.
Lewis, P., Saunders, M. N., & Thornhill, A. (2009). Research methods for business students. Pearson
Madge, C., Meek, J., Wellens, J., & Hooley, T., (2009). Facebook, social integration and informal learning at university: ‘It is more for socializing and talking to friends about work than for actually doing work’. Learning, Media and Technology, 34(2), 141-155.
Office for National Statistics Internet. (2011). Access Quarterly Update 2011 Q2 31 August 2011 [online] Available at: http://www.ons.gov.uk/ons/dcp171766_229469.pdf [Accessed: 4 Feb 2013].
Pempek, T. A., Yermolayeva, Y. A., Calvert, S. L., (2009). College students' social networking experiences on Facebook. Journal of Applied Developmental Psychology, 30(3), 227-238
Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V.,(2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. The Internet and Higher Education, 13(3), 134-140
Sekaran, U., & Bougie, R. (2010). Research methods for business: A skill building approach. Wiley.
Quantitative Analysis - Questionnaire/Survey
Data collection method
"I would participate more in University activities"
"I want my social life kept private"
Do further and broader research
Introduce a pilot platform
If pilot platform receives over 70% satisfaction from participates within a year, introduce the new platform permanently into the university of Westminster
The group worked in sync with each other
Worked cohesively together, with everyone participating
Respectful of one another’s time
Organizing group meeting proved to be difficult due to prior commitments
Perhaps we got too confident in the outcome of our presentation.
(Cooper, Schindler and Sun, 2003)
(Sekaran and Bougie, 2010)
•Scope: only focused on Marylebone - University of Westminster
(Lewis, Saunders and Thornill, 2009)
•Students rejected us •Arranging meetings with staff for interviews was problematic
• People tended to not answer open questions
• Lack of funds
(Bradley, 2010. Collis and Hussey, 2009)
As we found in our literature review, Blackboard is currently being used solely for academic purposes for University students.
Data form literature review and our primary data research show that the impact of social network has increased the number of students collaborating online.
Our overall research has emphasize the need for social platform to be integrated in Blackboard.
7 References & Reflection
18-25 yrs old
26 - 35 yrs old
36 yrs old and over
However it's a contained system
Senior lecture - Dr Shuliang Li
Hours spent online
Neither satisfied or dissatisfied
Neither engaging or disengaging
definitely not engaging
Not at all