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Journal Issue
Volume 14 Issue 4 / Nov 2016  pp233‑290

Editor: Guest Editors, Rozhan M. Idrus, Nurkhamimi Zainuddin

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Editorial for EJEL Volume 14 issue 4  pp233‑234

Rozhan Mohammed Idrus

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Teacher‑Student Perspectives of Invisible Pedagogy: New Directions in Online Problem‑Based Learning Environments  pp235‑243

Wendy Barber, Sherry King

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Investigating the Key Attributes to Enhance Students’ Learning Experience in 21st Century Class Environment  pp244‑256

Fui-Theng Leow, Mai Neo, Soon Hin Hew

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The Forms and Functions of Teaching and Learning Innovations on Blackboard; Substantial or Superficial?  pp257‑265

Vuyisile Nkonki, Siyanda Ntlabathi

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This study is an Information and Computer Technology evaluation of the Blackboard Learning Management System into teaching and learning at an institution of higher education in South Africa. In view of the institution’s objective of developing a context‑driven, transformative, and innovative teaching and learning practices involving the integration of technology, the study sought to classify and evaluate the form and function of teaching and learning innovations on Blackboard. Using a case study research design and a purposive sampling strategy, lecturers making an extensive use of Blackboard in the delivery of their courses were sampled. Blackboard start‑up documents as well as open‑ended questionnaires for lecturers provided qualitative data. Content analysis and the extraction of themes were employed. The functional pedagogical framework and SAMR models were used as interpretive lenses for the findings. The study concludes that the nature of Blackboard innovations tended to be more superficial at the levels of substitution and augmentation. Limited transformation evidenced by modification and redefinition spelled lack of substantial changes in curriculum design and delivery. With respect to the functions served by Blackboard, the conclusion drawn is that the integration is to a large extent driven by management and efficiency concerns and less by interaction, collaboration and personalisation functions. The study signals non‑realisation of the educational functions spelt in the Blackboard start‑up documents. The study recommends a differentiated approach to Blackboard training by a multi‑disciplinary team. 


Keywords: ICT integration, innovation, transformation, Blackboard, Learning Management Systems, transformational learning, pedagogical innovations


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Learner‑Centred Teaching Contributes in Promising Results in Improving Learner Understanding and Motivation: A Case Study at Malaysia Tertiary Education  pp266‑281

Wei-Li Yap, Mai Neo, Tse-Kian Neo

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Moodle as an ODL teaching tool: A Perspective of Students and Academics  pp282‑290

Nurkhamimi Zainuddin, Rozhan Idrus, Ahmad Farid Mohd Jamal

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