Resumo

CAMPO-REDONDO IGLESIAS, María Susana. Emirati students' valuing of the use of Blackboard as a tool for scientific training in Psychology. Interdisciplinaria [online]. 2021, vol.38, n.3, pp.202-220. ISSN 1668-7027.  http://dx.doi.org/10.16888/interd.2021.38.3.12.

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.

Palavras-chave : Blackboard; online learning; knowledge acquisition; Learning Management Systems; appraisal scientific training.

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