Using Blackboard to Support Extracurricular Interaction (Case Study)

The study aimed to understand the experiences of female students in the College of Arts and Sciences in using Blackboard to support extracurricular interaction, understand the challenges they face, and develop a proposed model for activating extracurricular interaction. To achieve this, the researcher used a qualitative approach with a case study design, and conducted individual and group qualitative interviews with the students. The most important findings of the study are as follows: The most important applications used by female students in the college were: submitting assignment solutions, inquiring about something from the course instructor, viewing announcements, viewing course descriptions, taking tests, discussions, viewing test scores and answers to test questions, written lectures, and lectures in virtual classrooms. The most significant difficulty the students faced was their lack of familiarity and training with the Blackboard system. The students faced this difficulty in various ways, the most important of which were: enrolling in a training course, benefiting from the explanations available on YouTube, asking the course instructor and requesting her assistance, and seeking assistance from the e-learning unit. These efforts were achieved through practice, experimentation, and exploration, and by requesting assistance from sisters and colleagues. In light of the above, a model was developed.  A proposed model for activating the use of Blackboard to enhance extracurricular interaction between students and their professors. It revolves around three axes: training on the system, the second focusing on professors, and the final technical proposals.