Instructional design issues

blackboard > about blackboard > spring 2001 faculty survey > instructional design issues

Blackboard users were asked to rate on a five-point scale (1=strongly disagree to 5=strongly agree) if the product positively influenced the instructional design of their course or increased interaction between those involved in the learning process. Respondents were generally neutral on these questions. They rated as slightly above neutral that using Blackboard had a positive impact on overall instruction and student-to- faculty interactions, and would positively influence their course-instructor surveys. The mean rating on the positive influence on student-to-student interactions was neutral. Users tended to either disagree or be neutral about the effect on faculty-to-faculty interactivity.

Blackboard had a positive influence on:	N	Mean	Std. Deviation
Instructional goals/instruction	58	3.53	1.063
Student-student interactions	58	3.00	.918
Student-faculty interactions	56	3.57	.951
Faculty-faculty interactions	58	2.59	.918
Course-Instructor Survey	57	3.46	.781

Table 2

N = Number of respondents

Scale: 1= Strongly disagree, 5= Strongly agree