The utilisation of online platform Blackboard Learn for Teaching and Learning (T & L) has become an essential and obligatory component of Higher Education Institutions (HEIs). This study research aims to examine the difficulties and potential of its implementation at a Historically Disadvantaged Institution (HDI) like University of Limpopo (UL), with a focus on the Bachelor of Arts (BA) programme in Criminology and Psychology (Crim & Psych) as guided by University of Limpopo Faculty of Humanities Multimodal Teaching and Learning Plan (UL FHMTLP). This qualitative study employed an empirical research design, selecting Twelve (12) permanent Academics/Lecturers from the Department of Criminology and Criminal Justice at UL for interview purposes. The verbatim responses from the interviews were analysed to identify the key themes and sub-themes of the study using the inductive Thematic Content Analysis (TCA) method. This study revealed that there is a lack of utilisation of Blackboard Learn at UL, as well as ineffective adaptation of current strategies and UL FHMTLP implementations. Many Lecturers still depend on contact T & L and the use of Blackboard Learn to connect the operations of this programme is currently unsuccessful. Recommendations consist of regular training and refreshment courses on the application of this technology, such as the Learning Management System (LMS) provided by the Information and Communications Technology [ICT]-electronic-(e)-Learning Unit. This could potentially facilitate collaborations between Natural Sciences (Technology - Blackboard Learn) and Human Sciences (Crim & Psych) to generate new knowledge, while also clearly providing the advantages of technology utilisation for T & L at UL. This kind of innovation could accommodate "economical, educational, technical, and social transformations" to address the mentioned challenges and opportunities, while making contributions to the field of professorship, with a focus on the South African Future Professors Programme (FPP) Phase 2 Cohort 1 2022-2023, utilising Blackboard Learn for T & L in a HDI to outline the existing challenges and possibilities.

Abstract: This article investigates the intentionality of a teacher’s actions in elementary school science classes. Assuming that intentionality has two components, an action plan, and an objective, we have analyzed three episodes in a science class on the subject of rocks taught by one teacher to sixth-year students in elementary school. The data demonstrate that the teacher’s overall objective in the three episodes corresponded to a diversified methodological approach that aimed to (i) find out how students think, (ii) present the content, and (iii) conduct a demonstrative experiment that would help to understand the subject. The overall action plan for those episodes, which we consider compatible with the teacher’s overall objective, involved: asking general and specific questions; seeking to understand students' ideas; managing student actions; explaining the subject and the experiment; writing the subject on a blackboard; and performing a demonstrative experiment. Abstract teachers s classes components sixthyear sixth year i (i think ii (ii content iii (iii involved questions ideas blackboard

Resumo: O presente artigo descreve uma investigação sobre a intencionalidade da ação docente em aulas de Ciências do Ensino Fundamental. Assumindo que a intencionalidade tem duas componentes, plano de ação e objetivo, analisamos três episódios de uma aula de Ciências, ministrada por uma professora, sobre o conteúdo rochas, do sexto ano do Ensino Fundamental. Os dados demonstram que o objetivo geral nos três episódios correspondeu a uma abordagem metodológica diversificada que propunha: (i) descobrir como pensam os alunos, (ii) expor o conteúdo e (iii) realizar um experimento demonstrativo que auxiliaria na compreensão do conteúdo. O Plano Geral de Ação para os mesmos episódios, que consideramos compatível com seu Objetivo Geral, envolveu: fazer perguntas gerais e específicas; procurar entender as ideias dos alunos; gerenciar a ação dos alunos; explicar o conteúdo e o experimento; escrever o conteúdo na lousa; realizar um experimento demonstrativo. Resumo Fundamental componentes professora rochas propunha i (i alunos ii (ii iii (iii envolveu específicas lousa

Few studies describe workshops as a method for obtaining and integrating diverse participant perspectives for contextualisation. This article describes an online workshop as a transdisciplinary data collection method for contextualising theoretical elements of a framework for knowledge translation to improve wound care in South African nursing homes. Knowledge translation can be more effective when the theoretical components are contextualised and aligned with the specific needs in the context. The online workshop was conducted with 10 participants involved with wound care and change processes in nursing homes across South Africa. The participants consisted of healthcare professionals, family members of those in care and nursing home management staff. Participatory design principles were applied during the online workshop, which was hosted on BlackBoard CollaborateTM Ultra. In this qualitative study, live polls, facilitated discussion, virtual whiteboard posts, and breakaway activities were used to collect the data. The data were analysed and integrated using both deductive and inductive processes for a comprehensive understanding. The workshop enabled the researchers to ascertain integrated perspectives to contextualise the knowledge translation framework's elements. Barriers to evidence-based wound care in nursing homes and nine values for dignified care for older persons were identified. TRANSDISCIPLINARY CONTRIBUTION: This article shows how an online workshop was conducted with a group of participants from various healthcare disciplines, family members and institutional management to achieve a contextualised and pragmatic description of theoretical elements. Contextualisation aims to enhance the effectiveness of a knowledge translation framework for use in nursing homes.

ABSTRACT The objective of the research is to analyze the digital skills of university professors at a private university in Asunción-Paraguay, before and during the COVID-19 pandemic, 2021. It was based on a quantitative, cross-sectional and descriptive study. 51 undergraduate teachers from a private university located in Asunción were surveyed, for convenience using Google form via WhatsApp in 2021. The inclusion criteria were: active undergraduate teachers, belonging to the institution taken as the subject of study and with participation voluntary. The instrument consisted of three variables, five dimensions and 26 items. The most relevant results were: 94.1% planned their classes, 31.3% knew Moodle and only 17.6% used Zoom before the pandemic. Currently, the degree of knowledge about the use of Zoom (x̄=3.8) and Moodle (x̄=3.6) have had the highest scores, however, the use of Blackboard (x̄=1.4) remains with the highest scores. lower score. It is concluded that it is important that institutions train teachers on the basic and existing office tools from the moment they enter the university. In addition, it should be remembered that the circumstances generated by the COVID-19 pandemic accelerated the process of changes in the modality of higher education.

RESUMEN La investigación tiene como objetivo analizar las habilidades digitales de los docentes universitarios en una universidad privada de Asunción-Paraguay, antes y durante la pandemia del COVID-19, 2021. Se basó en un estudio cuantitativo de corte transversal y descriptivo. Se encuestó a 51 docentes de carreras de grado de una universidad privada localizada en Asunción, por conveniencia mediante Google form vía WhatsApp en 2021. Los criterios de inclusión fueron: docentes activos de grado, pertenecientes a la institución tomada como sujeto de estudio y con participación voluntaria. El instrumento consistió en tres variables, cinco dimensiones y 26 ítems. Los resultados más relevantes fueron: 94,1% planificaba sus clases, 31,3% conocía Moodle y solo 17,6% empleaba el Zoom antes de la pandemia. Actualmente, el grado de conocimiento sobre el uso del Zoom (x̄=3,8) y Moodle (x̄=3,6) han tenido las mayores puntuaciones, sin embargo, el uso del Blackboard (x̄=1,4) queda con la menor puntuación. Se concluye que es importante que las instituciones capaciten a los profesores sobre las herramientas ofimáticas básicas y existentes desde el momento en que ingresan a la universidad. Además, cabe recordar que las circunstancias generadas por la pandemia del COVID-19 aceleró el proceso de cambios en la modalidad de enseñanza superior.

Resumen Este artículo tiene como objetivo analizar, desde la perspectiva del personal docente de primaria, los procesos que este lleva a cabo en las aulas en los aspectos metodológicos y de evaluación en el área de Matemática, como parte del desarrollo de los programas de estudio de la disciplina. El estudio se enmarca en el enfoque mixto, con un diseño secuencial. El muestreo utilizado fue no probabilístico por conveniencia. En una primera etapa de la investigación, se encuestó a 117 docentes de educación primaria de centros educativos de Costa Rica. En la segunda etapa, se realizó una entrevista a tres docentes. Para la recolección de los datos se utilizó un cuestionario y se realizaron entrevistas semiestructuradas. Los resultados obtenidos muestran que la implementación de los programas de estudio de Matemática provocó en el personal docente cambios metodológicos y ajustes en la evaluación, pero también generó dificultades. La pizarra continúa siendo el recurso más utilizado, pero se ha diversificado el uso de otros adicionales. Hay poco uso de la tecnología y la historia de la matemática como recurso didáctico. No hay un conocimiento adecuado de los programas de estudio, se prioriza en conocimientos y no necesariamente en el desarrollo de habilidades. El personal docente posee dificultad para planificar y desarrollar actividades de resolución de problemas. Además, existe una necesidad, por parte del profesorado, de participar en procesos de formación continua en áreas como conocimientos matemáticos, estrategias metodológicas y de evaluación, uso de la tecnología, resolución de problemas, entre otras.

Resumo Este artigo tem como objetivo analisar, a partir da perspectiva de professores do ensino fundamental, os processos realizados em sala de aula nos aspectos metodológicos e avaliativos na área da Matemática, como parte do desenvolvimento dos programas de estudos da disciplina. O estudo está enquadrado na abordagem mista, com um desenho sequencial. A amostra utilizada foi não probabilística por conveniência. Na primeira etapa da pesquisa, foram entrevistados 117 professores do ensino fundamental de centros educacionais da Costa Rica. Na segunda etapa, foi realizada uma entrevista com três professores. Para a coleta de dados, foi utilizado um questionário e realizadas entrevistas semiestruturadas. Os resultados obtidos mostram que a implementação dos programas de estudo da Matemática provocou alterações metodológicas e adequações na avaliação do corpo docente, mas também gerou dificuldades. A lousa continua sendo o recurso mais amplamente utilizado, porém, o uso de outros adicionais se diversificou. Há pouco uso da tecnologia e da história da matemática como recurso didático. Não existe um conhecimento adequado dos programas de estudo, é priorizado no conhecimento e não necessariamente no desenvolvimento de competências. O corpo docente tem dificuldade em planejar e desenvolver atividades de resolução de problemas. Além disso, há necessidade, por parte dos professores, de participarem de processos de formação contínua em áreas como conhecimento matemático, estratégias metodológicas e de avaliação, uso de tecnologia, resolução de problemas, entre outras.

Abstract The objective of this paper is to analyze, from the perspectives of elementary school teachers, the processes they carry out in their classrooms in terms of methodologies and evaluations used in the development of programs for the study of mathematics. A mixed approach was used in the study, which was based on a sequential design. Non-probabilistic sampling was used for convenience. In the first phase of the research, 117 elementary school teachers from schools in Costa Rica were surveyed. In the second phase, interviews were conducted with three teachers. A questionnaire was used to collect data, and semi-structured interviews were also carried out. The results obtained show that implementation of the Mathematics curriculum led to methodological changes and adjustments in the process of evaluation among the teaching staff, but also created problems. In general, the blackboard was the most used resource, but the use of additional tools has diversified. There is little use of technology and discussion of the history of mathematics as teaching resources. Knowledge of the curriculum is not adequate; priority is given to content, rather than to the development of skills. The teaching staff has difficulty in planning and developing problem-solving activities. Teachers should participate in continuous training processes in areas including mathematical knowledge, methodological and evaluation strategies, use of technology, and problem solving.

Abstract The use of technological resources is important in descriptive geometry classes, since it is difficult to explain three-dimensional figures on a blackboard that is a plane. In this sense, the objective of this study was to develop descriptive geometry classes with the use of a software simulator and to evaluate the results of the incorporation of this resource. For this purpose, two classes were designed using the GeoEnZo simulator software and plastic education as support for the class. Then, a survey was made to 39 students of a university degree in mathematics education about the use of the simulator software for descriptive geometry classes. The students indicated that their college teachers used the blackboard and the geometric game to develop the classes, and they worked on sheets of paper. Meanwhile, in the classes where the simulator software was used, the teacher's explanation was much better in relation to understanding the topics and learning descriptive geometry. In addition, they indicated that the software simulator allowed them to solve and draw more quickly, and that it improved the presentation of their drawings. As part of the conclusions, it is determined that the use of technological resources in the classroom helps to improve the students' spatial understanding, and therefore, to achieve quality learning.

Resumen El uso de recursos tecnológicos es importante en las clases de geometría descriptiva, ya que es difícil explicar figuras tridimensionales sobre un pizarrón que es un plano. En este sentido, el objetivo de este estudio fue desarrollar clases de geometría descriptiva con el uso de un software simulador y valorar los resultados de la incorporación de este recurso. Para esto fueron diseñadas dos clases que utilizaron el software simulador GeoEnZo y Educación Plástica como apoyo a la clase. Luego se realizó una encuesta a 39 estudiantes de una carrera universitaria de educación en matemáticas, sobre el uso del software simulador para las clases de geometría descriptiva. Los estudiantes indicaron que sus docentes del colegio usaban el pizarrón y el juego geométrico para desarrollar las clases, y ellos trabajaban en láminas de papel. Mientras, en las clases donde se usó el software simulador, la explicación del profesor fue mucho mejor en relación a la comprensión de los temas y el aprendizaje de geometría descriptiva. Además, indicaron que el software simulador les permitía resolver y dibujar más rápidamente, y que mejoraba la presentación de sus dibujos. Como parte de las conclusiones se determina que el uso de recursos tecnológicos en la clase ayuda a mejorar la comprensión espacial de los estudiantes, y, por ende, lograr aprendizajes de calidad.

Resumen Los Sistemas de Gestión de Aprendizaje han funcionado como apoyo a profesores y estudiante, durante este tiempo han generado información valiosa, que con la llegada de la inteligencia artificial al campo de la educación han llamado la atención de investigadores que buscan generar contenido adaptativo basado en el comportamiento del alumno, sin embargo, se encuentran con el problema inicial de la recuperación de la información almacenada en distintas plataformas educativas. El artículo tiene como finalidad presentar una propuesta para obtener datos de los principales sistemas de gestión de aprendizaje, considerando el uso de Interfaces de Programación de la Aplicación que actualmente está presente en la mayoría de estos y se perfila a ser el estándar en la industria del desarrollo de aplicaciones. En conclusión, se identifica que Microsoft Teams, Google Classroom y Blackboard son los adecuados para la recuperación de datos que proporcionan la información necesaria para analizar las publicaciones de los estudiantes y sus interacciones, además de que estos proveedores cuentan con una documentación detallada de los servicios que incluyen.

Abstract Learning Management Systems have functioned as support for teachers and students. During this time, they have generated valuable information. The arrival of artificial intelligence in education has attracted the attention of researchers who seek to create adaptive content based on student behavior; however, they encounter the initial problem of retrieving information stored on different educational platforms. This article presents a proposal for obtaining data from the central learning systems, considering the use of Application Programming Interfaces that is currently present in most of them and is emerging to be the standard in the application development industry. In conclusion, it is identified that Microsoft Teams, Google Classroom, and Blackboard are the most suitable for data recovery since they provide the information necessary to analyze the publications of the students and their interactions, in addition to the fact that these providers have detailed documentation of the services.

ABSTRACT Introduction: the evaluation of lectures can contribute to improve the quality of lessons. Objective: to design an instrument for the evaluation of lectures in Medicine major. Methods: a two-phase research was carried out: in the first phase, the instrument was designed based on the use of theoretical and empirical methods. In the second, by means of a cross-sectional descriptive study, the validity of the guide was evaluated. It was used in a sample of 90 lectures randomly chosen from the Medicine, Dentistry and Nursing majors taught at Dr. Agostinho Neto Hospital during 2017. Results: an observation guide is designed comprising indicators that structure the dimensions: organizational and hygienic-sanitary conditions of the classroom, quality of the introduction, development and conclusions of the lectures. The relevance of the instrument to evaluate the quality of the lectures is demonstrated: insufficiencies in the use of blackboard 68,6 %; slides with deficient quality 62,8 %; no orientation of independent work 54,3 %. Conclusions: the instrument can be contextualized in all the profiles of medical education and contributes to the objectivity in the comparison of results of the different verifications, it facilitates the understanding of studies to evaluate the evolution of the quality of the teaching-learning process, it also allows assigning priorities by the teaching department of the center for the training of professors, as well as evaluating the impact of the programs of pedagogical training for the teaching staff.

RESUMEN Introducción: desde la evaluación de las conferencias se puede contribuir a elevar la calidad de las clases. Objetivo: diseñar un instrumento para la evaluación de las conferencias en la carrera de Medicina. Métodos: se realizó una investigación con dos fases: en la primera se diseñó el instrumento a partir de la utilización de métodos téoricos y empíricos. En la segunda, mediante un estudio descriptivo transversal, se evaluó la validez de la guía. Se utilizó en una muestra de 90 conferencias escogidas al azar de las carreras de Medicina, Estomatología y Enfermería impartidas en el hospital Dr. Agostinho Neto durante el año 2017. Resultados: se diseña una guía de observación compuesta por indicadores que estructuran las dimensiones: condiciones organizativas e higiénico-sanitarias del aula, calidad de la introducción, el desarrollo y las conclusiones de la clase. Se demuestra pertinencia del instrumento para evaluar la calidad de las conferencias: insuficiencias en el uso de la pizarra (68,6 %); diapositivas con deficiente calidad (62,8 %); no orientación de trabajo independiente (54,3 %). Conclusiones: el instrumento puede contextualizarse en todos los perfiles de la educación médica y contribuye a la objetividad en la comparación de resultados de las diferentes comprobaciones, facilita la realización de estudios para evaluar la evolución de la calidad del proceso enseñanza-aprendizaje, permite asignar prioridades por el departamento de docencia del centro para la superación profesoral, así como evaluar el impacto de los programas de superación pedagógica del claustro.

Using a case study approach, this paper aims to explore the advantages and disadvantages of using Blackboard Collaborate as a tool for achieving increased access to Online education and training. The Health Sciences Faculty at a South African university uses methods of open education practices through Blackboard Collaborate for students in the Free State and across South Africa as well as internationally. The qualitative interpretive paradigm with descriptive research methods was used with seven lecturers and personnel interviewed on the effectiveness of this tool in supporting students' online learning, backed by the Constructivist Learning theory. The use of Blackboard Collaborate effectively assists students who work and cannot attend classes to gain access to information through recorded videos and attending seminars online. Student grades improved in one of the modules: Interprofessional Education (NVER 4518/IPE), which relied on the use of Blackboard Collaborate. Findings show an improvement in student engagement in modules like MBchB_1-5 through the extensive use of Blackboard Collaborate, for not only delivering lessons but also in relaying essential messages. Using Blackboard Collaborate does not only help improve student grades but also opens possibilities of increased access to education and training opportunities. Blackboard Collaborate is used for multiple educational reasons such as broadcasting seminars, Departmental meetings, classes, first-year welcoming into the university as well as hosting tutorials online in aiding student access and success. Recommendations include advantages and disadvantages of using Blackboard Collaborate, feedback on the experiences and improvements in using this online teaching and learning teaching tool to achieve sustainable Open Education practices successfully.¹

This article focuses on teacher educators' reflections on prospective teachers' cognitive engagement in the teaching and learning of mathematics during the pandemic. Using three interacting aspects that can foster learners' cognitive engagement as a lens, observations and reflections from two teacher educators and anonymous screenshots of students' work were gathered and analysed by a mathematics teacher educator. The prospective teachers' self-regulated learning, engagement in solving tasks, and participation in productive discourse were positively surprising, showing the cognitive presence of the learners during virtual teaching. The influence of digital platforms like Blackboard and digital tools like GeoGebra, Desmos, Padlet, Google Docs, Google Forms and Google Sheets in teaching helped us observe the learners' cognitive engagement in real time. CONTRIBUTION: The GeoGebra Class function and the Desmos Teacher feature helped us to observe the prospective teachers' cognitive engagement during the online teaching. However, continuously and rapidly creating digital content on said digital platforms can be demanding for educators.

In this paper, we report on the use of multiple platforms to circumvent challenges associated with non-attendance because of limited accessibility to conventional video conferencing digital tools such as Microsoft Teams (MS Teams) and Blackboard collaborate. One hundred and sixty-five participating pre-service teachers were given the autonomy to connect using any of the given platforms from a prescribed list that worked for them. The platforms' attendance tracking systems were used to gather data. The findings revealed that using multiple online platforms lowered the challenges associated with lack of access to high-end technological tools and resources. Most of the registered pre-service teachers attended an average 60% of the live classes and 50% of the students strongly agreed that they had followed the recorded sessions. Multiple platforms afford pre-service teachers a choice on what works better for them based on the technology to which they have access to and with which they are familiar.

Resumen Este estudio analiza el ciberplagio académico desde la perspectiva del profesorado del Grado en Traducción e Interpretación de la Universidad Internacional de Valencia. Dado que se trata de una práctica fraudulenta cada vez más extendida en las aulas universitarias, se hace necesario que el cuerpo docente reflexione sobre ella para evitar que se convierta en un recurso estructural por parte del alumnado en este nivel educativo. El estudio apuesta por una metodología cualitativa y, en concreto, el grupo de discusión, el cual se lleva a cabo por videoconferencia gracias a la participación de su claustro (n=16). Como instrumento se diseña un guion de seis preguntas a partir de las cuales se pretende conocer (i) qué medidas adopta el profesorado para atajar estas conductas en el marco de la enseñanza virtual; (ii) qué responsabilidad le corresponde asumir cuando detecta un caso de plagio, y (iii) quién debe cuantificar la gravedad de dicho acto. Asimismo, se analiza la implicación de la institución en la lucha contra el ciberplagio y el tipo de apoyo que su profesorado requiere para hacer frente a estas prácticas. También se establece un protocolo de actuación de referencia, con la intención de sistematizar procedimientos y unificar criterios entre el personal docente de este grado. Para proceder a la recogida de datos, se decide grabar la sesión en la plataforma Blackboard Collaborate Ultra, de manera que la transcripción del material recopilado (tanto a nivel oral como escrito a través del chat de la sala) permita sintetizar la información en categorías codificables para su posterior análisis e interpretación. Entre las principales conclusiones cabe destacar que el profesorado percibe como injusto que la responsabilidad en la gestión de esta problemática recaiga sobre las personas docentes, por lo que requieren mayor apoyo institucional. Apuestan por contrarrestar este fenómeno mediante acciones que alerten al estudiantado de su gravedad e insisten en la necesidad de dirigir los esfuerzos de la comunidad académica hacia la sensibilización y concienciación de esta problemática.

Abstract =16 This study explores academic cyberplagiarism from the perspective of undergraduate instructors for the Translation and Interpretation major at the International University of Valencia, Spain. Since cyberplagiarism has become increasingly widespread by university students, instructors must reflect on ways to deter students from using this fraudulent practice as a structural and educational resource. A qualitative methodology was used based on a virtual discussion group among participating faculty (n=16) who responded to a script that consisted of six questions designed to learn (i) how instructors tackle cyberplagiarism through a virtual teaching framework; (ii) their role and responsibility upon encountering a case of plagiarism among their students, and (iii) who is responsible for quantifying the gravity of these actions. The study also considers actions taken by the institution and the support it provides its faculty to address this practice and also established a guideline to standardized criteria among faculty members. The discussion was recorded on the Blackboard Collaborate Ultra and transcribed for purposes of data collection (the transcription included both the discussion and the chatbox comments). This facilitated classification of the collected material for subsequent analysis and interpretation. As a conclusion, it should be noted that the participating instructors generally expressed that they should not be held accountable for addressing cyberplagiarism and required broader institutional support to that end. They also expressed their commitment to counteract this problem and insisted that the academic community make a greater effort to raise awareness among students about the severity and consequences of such academic misconduct.

Abstract This study examines the appraisals of Psychology students at United Arab Emirates University (UAEU) in the use of Blackboard™, as a tool for professional scientific education. The objective of the research was to investigate the assessment that Psychology students have regarding the use of the Learning Management System, as well as to investigate their expectations about training, learning and the ease in transmitting and creating knowledge when they use Blackboard. Based on the results of a survey applied to both undergraduate and graduate students, some of the experiences that affect the acquisition of knowledge and the development of scientific skills when using a Learning Management Systems were identified. The survey focused on three areas: the self-assessment of the students of Psychology of the UAEU in the use of Blackboard in relation to their emotions, as well as the use of Blackboard to transmit and create knowledge, and finally, their general evaluations and attitudes about of research activities in a Learning Management System. The qualitative analysis of the answers was addressed taking in account the guidelines of the "grounded theory". The resulting statements in the survey were classified into three domains. The first one covered the previous experiences (emotional and cognitive), of the students in the use of Blackboard, the second one included the beliefs of the students in the use of Blackboard as a tool for learning management, and the third domain referred to expectations in the use of Blackboard as a tool for research training. The results of the analysis indicate that the use of Blackboard develops positive attitudes for learning in Psychology, but they also indicate that such experiences do not allow students to infer whether Blackboard serves them in their professional work from a scientific perspective. The results indicate a general convergence of the students' evaluations in most of the items, both in introductory and advanced undergraduate courses, as well as for postgraduate courses. The students' narratives of their learning experiences reflected some of the key themes of using Blackboard. The relationship between technology and learning is highlighted in the sentences of the students in a positive way, since most think that Blackboard is useful for learning, but they cannot perceive whether Blackboard serves to create knowledge or to develop research. The generally positive rating that the students gave to using Blackboard confirms initial assumptions about the use of the system in learning, which underscores the positive attitude of the students to work in a Learning Management Systems environment. However, feedback from graduate students indicates that learning can enhance with the use of a Learning Management Systems. Students consider that Blackboard is very effective for learning theories, and very useful for sharing information, but less efficient in leaning methods to investigate, interpret and write reports. In general, Blackboard was better valued in administrative aspects than as a tool for academic training, and even less so for the development of scientific research. As a general conclusion, students tend to consider Blackboard to be a tool that facilitates administrative processes, but they have not “discovered” the possible advantages that Learning Management Systems could have as a support to research.

Resumen Este estudio examina las valoraciones que tienen las estudiantes de Psicología de la Universidad de los Emiratos Árabes Unidos (UAEU) sobre el uso de Blackboard™ como herramienta para la formación científica profesional. Según los resultados de una encuesta aplicada a las estudiantes, tanto de pregrado como de posgrado, se identificaron algunas de las experiencias que afectan la adquisición de conocimientos y el desarrollo de habilidades científicas cuando se usa un Sistema de Gestión del Aprendizaje (SGA). El análisis cualitativo de las respuestas se abordó teniendo en cuenta las directrices de la teoría fundamentada. Las afirmaciones resultantes en la encuesta se clasificaron en tres dominios: el primero cubrió las experiencias previas (emocionales y cognitivas) de las estudiantes en el uso de Blackboard; el segundo comprendió las creencias de las estudiantes en el uso de Blackboard como herramienta para la gestión de aprendizaje, y el tercer dominio refirió las expectativas en el uso de Blackboard como herramienta para el entrenamiento en investigación. Los resultados del análisis indican que con Blackboard se desarrollan actitudes positivas para el aprendizaje en Psicología, pero que tales experiencias no les permiten inferir si Blackboard les servirá en su trabajo profesional desde una perspectiva científica. Las estudiantes consideran que Blackboard es muy eficaz para el aprendizaje de teorías y muy útil para compartir información, pero menos eficiente en el aprendizaje de métodos para investigar, interpretar y redactar informes. En general, Blackboard fue mejor valorado en aspectos administrativos que como herramienta para la formación académica, y mucho menos para el desarrollo de la investigación científica.

Resumen El presente artículo describe la percepción de los profesores del Departamento de Morfología de la Facultad de Medicina de la Universidad Javeriana en Bogotá (Colombia) sobre los ajustes que se requirieron en los procesos de enseñanza-aprendizaje, como consecuencia de un cambio abrupto de modelo presencial a remoto, en respuesta a las nuevas circunstancias que impuso el manejo de la pandemia COVID-19. Como metodología, se diseñó un estudio descriptivo de corte transversal mediante la aplicación de una encuesta dirigida a los profesores del Departamento de Morfología. A pesar de que los resultados del estudio mostraron las dificultades de los profesores para adaptarse a un nuevo modelo de enseñanza mediante el uso de canales alternativos de comunicación y aprendizaje, gracias a este reto todos los profesores incrementaron su dominio en el manejo de las herramientas tecnológicas, siendo Blackboard la plataforma de elección. Por otro lado, los docentes valoraron como positivo la continuación del programa y concluyeron que las nuevas tecnologías llegaron para continuar usándose entre las estrategias de enseñanza de la morfología, ya que presentan oportunidades de innovación.

Abstract The present article explores teachers´ perceptions of the adjustments required in the teaching – learning processes, due to the abrupt challenges imposed by the COVID-19 pandemic, resulting in the need to impart all academic activities remotely. This descriptive, cross sectional study was conducted by means of a survey, directed at the members of the Department of Morphological Sciences, at the medical school of the Universidad Javeriana in Bogotá, Colombia. Despite the results demonstrated difficulties by the teachers to adapt to this new model of teaching through the use of alternative channels of communication and learning, thanks to this challenge all teachers increased their command in information and communication technologies, where Blackboard was the platform of choice. On the other hand, teachers valued the fact that the academic activities were able to stay on course, enriched by new technologies that have now become an integral component of the teaching-learning environment, since they present opportunities of innovation.

Learning Management Systems (LMS) have the ability to transform learning experiences of students in Higher Education Institutions (HEI). In addition to the developmental benefits, LMS assist teaching and learning during student unrests, a common feature in historically disadvantaged institutions in South Africa. Regardless of the benefits of LMS platforms such as Blackboard, the utilisation by university students at the institution under study has been very low. Applying cross sectional electronic survey, this study identifies the key factors influencing technology adoption, as identified in the General Extended Technology Acceptance Model for E-Learning (GETAMEL), behind perceived ease of use and perceived usefulness in the adoption of technology. A sample of 125 students at a historically disadvantaged institution in South Africa was considered for the study. Data was collected to understand their perceptions on use of Blackboard Learning Management System (BB) for learning. Data was analysed with SmartPLS statistical analysis software. Results show that perceived ease of use of BB is influenced by computer self-efficacy, computer amusement and computer anxiety whilst perceived usefulness of BB is influenced by subjective norm and computer enjoyment. The findings also show computer experience to significantly affect computer self-efficacy and computer self-efficacy to affect computer enjoyment. The article presents the external factors that affect the usage of LMS at one of the historically disadvantaged HEI in South Africa. HEI leadership has to prioritise the identified external factors to increase chances of acceptance and utilisation of Blackboard by learners.