The Forms and Functions of Teaching and Learning Innovations on Blackboard: Substantial or Superficial?

Vuyisile Nkonki, Siyanda Ntlabathi, Electronic Journal of E-Learning, Nov 21, 2016
Commentary by Stephen Downes
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So here's a challenge: "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." Blackboard may claim to support these things but my first thought has to be something like "no way". But intuition needs to be supported by fact. The study's conclusions? "Blackboard innovations tended to be more superficial at the levels of substitution and augmentation." This isn't all the fault of the software, however. "The findings suggest convenience, management, and efficiency as the drivers of lecturers’ motivations to use Blackboard."

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