Webinar's efficiency and electronic performance of students with high and low motivation in learning management system(blackboard)‎

Abstract EN

Online activities is the strongest factor which contributes to online learning.

synchronous learning activities are mediated including online webinars (web-based seminars).

Asynchronous learning activities are delayed, and usually written; these include accessing recorded lectures and flipped classroom videos online.

Unique here is that the recordings are published afterwards in the online learning management system (LMS).

The aim of this study is to identify Webinar's Efficiency and Electronic performance of students with high and low motivation in learning management system (Blackboard).

Two conditions are addressed in this study: a) face-to-face (F2F) online webinars (web-based seminars or video conferencing), b) the elements of part a), but complemented by teacher-recorded flipped classroom videos (pre-lectures) before the F2F online webinars by using mobile technologies such as laptops, tablets, and smart phones.

Such technologies are accessible from different locations at anytime, anywhere.

Data collection consists of observations of 22 recorded F2F online webinars among 155 vocational student teachers divided into groups of 75 and 80 participants, and 12 interviews (six from each group, all women) at Taif University, College of Education.

Findings raise some challenges and implications presented by using online webinar (WEB-based seminar) and flipped classroom in LMS " Blackboard".

Moreover, Students who indicated that both in and out of online webinar F2F, or with and without teacher-recorded flipped classroom videos were an effective tools and were highly motivated towards utilization of LMS system.

The peers activities are giving the students (N=155) more meaning and learner-centered experiences.

However, their electronic performance and learning motivation have improved in favor of the pro test.

Also, the preparations in the flipped classroom lectures, before the follow-up webinar, gave the students more time to managing the content from the literature.

And the university should apply some workshops for both teachers and students to train on webinar techniques in the University courses as a recommended requirement for e-learning.