The Role of the Blackboard LMS in EFL Course Delivery During the COVID-19 Pandemic: Investigating Attitudes and Perceptions of Faculty and Students

This paper aimed to identify faculty perceptions of VLEs and their students’ attitudes towards e-learning in the time of the pandemic. Towards this aim, the researcher used two surveys in a descriptive study to collect data from 47 EFL instructors and 103 students regarding a variety of constructs about e-learning effectiveness and attitudes, especially in the Corona virus time. Results indicated that the instructors’ perceptions of the Blackboard LMS were greatly positive as to establishing efficient teacher-students’ communication, facilitating students’ comprehension, boosting up their instrumental motivation, engaging them in active, interactive learning, and creating instructor-students’ rapport. The students’ attitudes survey revealed that, overall, students had positive attitudes towards using Blackboard LMS during the pandemic due to convenience of use, platform availability, system quality and quality of e-learning over Blackboard. Other reasons include users’ personal factors such as their satisfaction tendency, their self-confidence initiated by the VLE of Blackboard, their enjoyment of learning in this medium, the interesting and useful learning activities and tools as well as their staying safe in this mode of learning in the pandemic time. Other factors identified include the learners’ willingness to continue learning via Blackboard and their expectation that full-time learning online would replace traditional face-to-face learning. The study concludes that teachers’ and students’ perceptions and attitudes towards VLEs, with particular reference to Blackboard, could be valuable to faculty and institutions in their quality assurance efforts and the development of promising online courses and programs in EFL to satisfy the needs of students. Eventually, the study discusses suggested improvements and implications for e-learning on the Blackboard Lean platform as perceived by students and teachers alike to protect students through online education as an alternative to traditional education during the Corona Virus Disease 2019 (COVID-19) in present and future waves of the pandemic.


Introduction
By the time the COVID-19 Pandemic broke out in several countries, including Saudi Arabia, educational departments and universities started to transfer to blended learning partially and then finally to full online education via various education platforms. Total transfer to full online education may have a tangible influence on the quality of education provided at different levels of formal learning institutions.
EFL language instructors and their students in almost all schools in Saudi higher learning institutions are now using blended learning (BL) and virtual learning environments (VLEs) to deliver and teach e-courses over e-learning platforms to help promote teaching and learning, especially in foreign language education. Using these e-learning technologies has become widespread not only locally, but globally as well due to the rampant spread of COVID-19 pandemic (Al Thaqafi, 2020;Al-Qahtani, 2019;Altobaiti, 2020;Obaid, 2020;Alsowayegh, Bardesi, Garba, & Sipra, 2019;Bukhari & Basaffar, 2019;Gulnaz, Althomali, & Alzeer, 2020;Ja'ashan, 2020;Obaid, 2020). More specifically, BL and VLEs have been utilized in language learning and teaching environments over the past few decades. A dire need thus arises to investigate into the effectiveness of these electronic mediums of instruction and to tap into the opinions of individuals involved in learning and teaching significant value for creating educational equity for different student populations (Al-Shehri, 2010;Al-Asmari & Rabb, 2014;Bullen, 2014;Clark, 2014;Strijbos, Kirschner, & Martens, 2004). Using such media in what is called the flipped classroom is being used in language classrooms extensively to blend face-to-face interactions with independent study while viewing content videos to the full in order motivate, involve and encourage active, interactive learning (Ekmekçi, 2017;Huang & Hong Zuway, 2016;Khadragy, 2016).
In this respect, some researchers noted that using learning management systems in Saudi universities has ushered in dramatic changes in reshaping the academic environments (Hussain, 2016), given the built-in features that allow learners quick access to course content, discussion boards and threads, forums, e-portfolios, YouTube mashups, instant announcements and online tasks as well as virtual classes, synchronous or asynchronous, and a variety of assessment tools for students, let alone academic email services, bulletin boards, PowerPoints and other templates with editing tools (Al-Otaibi, 2017;Al zahrani & Al jraiwi, 2017;Elsawy & Ahmed, 2019). All that said, Al-Otaibi (2017) has warranted the usefulness and efficiency of the Blackboard LMS in higher education institutions now that it provides educational tech-savvy tools that assist users in reciprocal interacting among learners and teachers so they all can do activities and implement tasks related to teaching and learning.
Blackboard is a popular e-learning platform in Saudi Arabia as elsewhere, considered as an effective learning (course) management system (LMS or CMS), and commonly seen in higher education institutions (Al-Khazeem, 2012;Al-Otaibi, 2017;Al-Zahrani & Al-Jraiwi, 2017;Hussain, 2016). According to El Zawaidy (2014), the Blackboard platform is one of the most effective educational systems used globally and specifically in Saudi University helping in Blended learning… it is a Web-based server software which features course management, customizable open architecture, and scalable design that allows integration with student information systems and authentication protocols (p. 142).
In this regard, Furthermore, Vo et al. (2017) launched a meta-analysis on 122 articles published from 2001 onwards with an effect size of g = .327 whose findings led them to conclude that blended learning served as an effective alternative to traditional face-to-face instruction in terms of improving achievement levels and improving students' motivation and attitudes. Further quantitative and qualitative studies in various higher education disciplines indicated that BL and VLEs promoted student learning and potentially enhanced overall student success (Beard, 2017;Boda & Weiser, 2018;Cassidy, 2016;Han & Ellis, 2019;Smith, Chungh, Sadouq, & Kandiah, 2017;Weerasinghe, 2018). The integration of BL gives students access to using supplementary learning materials available for use at their convenience. It can also provide them with engaging activities such as online presentations, videos and audios that are amenable to interaction and conducive to engagement. Such multimodal formats of material presentation and delivery methods can help learners to reflect on what they are learning in e-classes with little distractions (Cassidy, 2016;Smith et al., 2017).
Other researchers noted that BL and VLEs are innovative education delivery methods potentially liable to creating collaboration and interaction in the curriculum activities and other teacher-students' communication (Bower et al., 2017;Han & Ellis, 2019;Weerasinghe, 2018). Researchers showed that BL and VLEs such as Blackboard are emerging technologies capable of creating learning opportunities that allow for exchange of ideas, promote engagement in learning and enable peer collaboration, communication and co-existence of large populations of students (Bower et al., 2017;Cassidy, 2016;Smith et al., 2017;Han & Ellis, 2019;Weerasinghe, 2018).
Furthermore, Umunnakwe (2016) stated that, in teaching and learning EFL, instructors may adopt a blended approach to classroom teaching by integrating learning models which combine traditional classroom practice with e-learning approaches. Pinto-Llorente et al. (2017) also noted in their quantitative research on students in an English education program that BL and VLEs were perceived to be of positive significance for learning experiences as well as for improving students' attitudes towards learning in these mediums. By the same token, Gulbinskienė et al. (2017) noted that ESP students entertained positive opinions and attitudes with regard to the use of BL and VLEs in promoting language learning. Gulbinskienė et al. (2017) specifically noted that VLEs increased the students' writing confidence (84%), reading comprehension (81%) and verbal communication (81%) as well as helped them to develop learning autonomy, enhance their learning skills and strategies and allow them to learn at their own pace.
Experts of ESL and EFL agree that virtual education synchronously or asynchronously practiced, can increase developing foreign language skills (Alfaleh, 2015). Researchers agree that VLEs help develop foreign language skills (Alfaleh, 2015). VLEs offer a real-world, multi-dimensional, multi-sensorial digital medium for communication (Yunus et al., 2013). Similarly, Ahmadi (2018) showed that VLEs can play a key role in language learning being adaptable to the learner's own pace, and create high motivation in learners for effective learning of language skills, and boost up learning motivation, planning, self-monitoring and self-assessment (Bilyalova, 2017). Additionally, other studies show that VLEs with online video and audio tools (e.g., YouTube, Skype), also available via smartphone and tablet applications, have all a positive effect on learning English (Alsulami, 2016;Shafiee, Akbari, & Hajijalili, 2019). These studies and others (Al Bataineh, Banikalef, & Albashtawi, 2019;Dahmash, 2020) found that the nature of individualized 'student-to-computer' interaction promotes self-directed learning and improve attitudes towards learning English in virtual or blended learning environments.
In addition, VLEs provide an augmented reality (AR) e-learning medium of instruction and learning by allowing real and virtual objects to coexist in the same space and be interacted with in real time (Arvanitis, 2012;Gundogmus et al., 2016). AR applications to English language teaching enhances learning outcomes, motivation and interest of learners, and can mostly improve the four language skills.
Further research tapping into the opinions, attitudes, beliefs, and reflections on learners' experiences with VLEs showed that VLEs have all a positive effect on learning the foreign language of English (Alsulami, 2016;Al-Washahy & Amaar, 2015;Cavanaugh & Song, 2014;Gulbinskienė et al., 2017). Additionally, more research was done proving that VLEs such as Blackboard Learn were perceived to be effective for creating mutual interactions between students and EFL teachers especially in the time of the COVID-19 Pandemic (Alowedi, 2020;Althobaiti, 2020;Dahmash, 2020;Han & Ellis, 2019). The VLE of Blackboard Learn enables students to use supplementary videos and myriads of other assistive tools that makes learning both fun and easy; it also enables teachers to provide instant or delayed feedback, ask comprehension questions, provide (delayed) written feedback and use multiple effective pedagogical strategies in delivering their lectures and other learning projects that can be posted in discussion boards or e-portfolios (Alowedi, 2020;Dahmash, 2020;Vo et al., 2017).
In this sense, too, Bilyalova (2017) stated that using Blackboard resources in teaching a foreign language gives the possibility of constant improvement of virtual education materials and adaptations of the curriculum, increases the level of motivation in learning a foreign language. For example, Gulnaz, Althoali and Alzeer (2020) concluded that virtual education programs proved to be effective for improving EFL college students' skills and perceptions, developing planning, self-monitoring and evaluation skills. It was found that the nature of individualized 'student-to-computer' interaction promotes self-directed learning, especially in times of pandemics (Obaid, 2020). When it comes to specific language skills, too, VLEs are also perceived to be effective. Shafiee, Akbari and Hajijalili (2019) proved that VLEs are capable of helping intermediate EFL learners in developing their reading skills.
In a similar vein, Javid, Farooq and Umer (2013) reported that Blackboard improved academic writing of students by providing instant oral feedback and correction of errors. Frazer, Sullivan, Weatherspoon, & Hussey (2017) also observed that using Blackboard for teaching and learning improved reading comprehension and critical thinking skills. In the same line, Hussain (2016) noted that the VLE of Blackboard improved listening and viewing comprehension skills as well. Padurean (2009) reviewed the advantages of using VLEs in EFL teaching and learning, noting that virtual education enhances 1) capacity to control presentations, 2) novelty and creativity, 3) oral and written feedback, and 4) adaptability.
However, despite the perceived advantages of virtual education and the inevitability of such electronic milieus during crises, their success hinges upon three main issues identified by Dayag (2018): interest of student and teachers, support of the administration, and time of the student and teacher.

Theoretical Framework
The theoretical framework to inform this investigation is the theory of connectivism (Siemens, 2005;Downes, 2008) which is part of the theories of humanistic education and suggests that learning occurs inside the individuals but is facilitated by the organization of learning outside individuals. The connectivism theory suggests that blending technology with learning assists in facilitating transfer of learning and connecting knowledge and learning efficiently (Siemens, 2005). Connectivism is a theory that explains that learning can be bettered and boosted by technology use since when technology comes in use by humans, collaborated education occurs. According to Siemens (2005), connectivism assumes that connections between information in external databases or repositories and learners develop in a way that induces learning to occur inside individuals from these outside digital resources.

The Need for Research on VLE
Therefore, there has been a growing demand for the inclusion of virtual education technology in teaching and learning over the past three decades (Maduabuchi, 2016). Marzban (2010) asserts that teachers at all levels of education increasingly need to serve as good models of using ICT and their perceptions need to be assessed regularly to ascertain to the effectiveness of virtual education. In a study by Reese (2014), connectivism applications to e-learning were studied in higher education settings to explore the use of VLEs. Findings showed that using VLEs can enable active learning and assessment. In this way, too, Reese (2014) and Siemens (2008) concurred that VLEs are potential interactive environments for both teachers and students to collaborate, communicate, share, and discuss their curriculum.

Augmented Reality in EFL Teaching and Learning
Augmented Reality (AR) helps allow real and virtual objects to coexist in the same space and be interacted with in real time (Gundogmus et al., 2016). AR gathers and overlays electronic or computer-generated content, pictures, audio, video, or touch sensations or haptic sensations in a real-time environment (Alsowat, 2017). AR applications to English language teaching enhances learning outcomes, motivation and interest of learners, and can mostly improve the four language skills.

Research Questions
To achieve the aims of the study, the following research questions were put forward: 1) What are the perceptions of King Khalid University EFL instructors about the role of effective Blackboard EFL courses delivery during COVID-19 Pandemic in terms of creating instructor-student rapport, engagement in active, interactive learning, facilitating students' comprehension, boosting up learners' instrumental motivation, and establishing efficient teacher-students' communication?
2) What are the attitudes of Saudi EFL freshmen in the Faculty of Languages & Translation, King Khalid University towards EFL virtual education via Blackboard LMS during COVID-19 Pandemic?

Methodology
To achieve the objectives of the research, a quantitative approach to data collection and analysis was followed to explore the perceptions of instructors and undergraduate male students in the Faculty of Languages & Translation, King Khalid University about EFL virtual education during COVID-19 Pandemic. The Statistical Package for Social Science (SPSS version 25.0) was used for survey analyses. Accordingly, the researcher used this software to calculate the Cronbach alpha coefficient and the Pearson's correlation coefficient for data analysis, the former for measuring the internal reliability of research instruments while the latter was used for investigating the relationship between students' achievement and attitudes in the study sample groups.

Participants
Two samples were randomly selected from both language instructors and EFL freshmen in the English department at the Faculty of Languages & Translation, King Khalid University (KKU) (about 47 teachers and 103 students). The larger the sample is, the better the analysis of their perceptions will be.

Research Instruments
This study made use of two online surveys for data collection to inspect into the KKU EFL instructors' perceptions of the effectiveness of Blackboard in course delivery and the Saudi students' attitudes towards learning via the Blackboard Learn as a VLE, noted by the samples of the study in the distance teaching environment during the Covid-19 pandemic.
The first instrument is the EFL Instructors' Perceptions of the Effectiveness of Blackboard LMS as a Course Delivery Medium is made up of five sections, each measuring a certain construct identified in the virtual learning environments literature as determinants of effective teaching and learning in VLEs: these are creating instructor-students rapport, engagement in active, interactive learning, facilitating students' comprehension, boosting up learners' instrumental motivation, and establishing efficient teacher-students' communication.
The instructors' survey is made up of five sections with five cyclical statements that measure the perceptions of instructors with regard to their appreciation of the Blackboard applications they might believe instrumental for making Blackboard an effective medium of instruction in the Faculty of Languages and Translation, King Khalid University. The total number of survey items is 25 per the five divisions of the survey, with the five recurring questions.
The second instrument is the Saudi students' survey of attitudes towards learning via VLEs. This is an attitudes survey made up of 25 statements about students' attitudes towards learning EFL via the medium of Blackboard, the statements of which were developed in the light of an exhaustive review of pertinent literature. The survey statements were sent out to eleven instructors in the department to assess its face validity to check the concepts this survey purports to measure. The first version of the survey came back with edits at the wording level as well as other edits regarding the content and number of items. These suggested edits were taken into consideration in revising the students' attitudes survey.

Survey Reliability and validity
The Cronbach's alpha is a widely accepted test of the reliability and internal consistency of opinion surveys (Kane, 2013;Kimberlin & Winterstein, 2008). Statistically, the higher the Cronbach alpha coefficient is, the higher the internal consistency among the items becomes (Tavakol & Dennick, 2011). A value of .6 or more is considered the best for a survey reliability (Nunnally & Bernstein, 1994;Pallant, 2013 Table 2 below shows frequencies, means, standard deviations, and general attitudes of instructor' responses. The mean responses to the five factors that build up the perceptions of Blackboard Learn as an effective VLE in the time of the pandemic were calculated and analyzed, noting that the following ranges correspond to the Likert scale adopted for the survey: 1) From 1 to 1.80 represents (strongly disagree).
3) From 2.61 until 3.40 represents (true to some extent). 4) From 3:41 until 4:20 represents (agree). 5) From 4:21 until 5:00 represents (strongly agree).  All the constructs have satisfied the requirement of the reliability test with a higher Cronbach alpha value of more than .8. However, among all the constructs, the survey section tapping into the instructors' perceptions of Blackboard as an assistive tool for creating instructor-student rapport yielded an alpha value of 0.908, followed by the survey section tapping into their opinions about the role of Blackboard in inducing engagement in active, interactive learning which produced an alpha value of 0.909, with both sections having higher internal consistency levels. Then, follows the survey section tapping into the role of Blackboard in facilitating students' ijel.ccsenet.
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To answe Quantitativ EFL cours rapport, en instrument     Vol. 11,No. 2; ivation for lear e students, they s in the mediu l motivation a nt attitude of virtual environ then by deliv ng course ques the mean respo r their educat me. Figure 5 Vol. 11, No. 2; 4) Engagement in active, interactive learning received a mean response of 3.76 in the 'Agree' category; the respondents agreed with engagement in active, interactive learning to be the factor number four in making Blackboard an effective VLE. The applications perceived to be of significance to this factor were 'Discussion forums' (M = 4.57 in the 'Strongly Agree' category), 'Providing oral/written feedback' (M = 4.3 in the 'Strongly Agree' category), 'Asking and answering course questions' (M = 4.21 in the 'Strongly Agree' category) and 'Delivering synchronous/asynchronous oral/video presentations', (M = 3.94 in the 'Agree' category). However, the element of 'Using supplementary videos via YouTube mashups' had a mean score of 1.47 in the 'strongly disagree' category, rendering this application insignificant to the factor of engaging students in active, interactive learning.

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Creating instructor-students rapport came last in the order of effectiveness perceived by instructors about the medium of Blackboard in the time of the pandemic, with a mean response of 3.63 in the agree category. Elements thought to be of significance to this factor were providing oral/written feedback (M = .43 in the 'Strongly Agree' category), Discussion forums (M = 4.43 in the 'Strongly Agree' category), Delivering synchronous/asynchronous oral/video presentations (4.34 in the 'Strongly Agree' category), and Using supplementary videos via YouTube mashups (4.28 in the 'Strongly Agree' category). Whereas the element of Asking and answering course questions had a mean score of 1.47 in the 'strongly disagree' category, thus denying it any role in creating rapport between instructors and students.

Students' Attitudes Survey Results
The students' survey (formatted after a 5-Likert scale) gleaned data on their attitudes towards the use of Blackboard Learn as a VLE during the pandemic. These data were statistically analyzed to identify factors affecting students' attitudes towards learning EFL via Blackboard.  Table 3 above summarizes the results from the students' attitudes survey. Students agreed that they can learn as much as they do in real world, face-to-face learning situations, with a weight of about 78.7 % of the respondents' reported strong agreement, and 21.27 % agreement. The overall mean of this statement is 4.79, indicating that most students (about 80.5%) have positive attitudes towards learning online. They also reported in the second ijel.ccsenet.org International Journal of English Linguistics Vol. 11, No. 2; place that they like learning through Blackboard video mashups, discussion boards and forums and e-quizzes with 70.2% of the respondents' reported strong agreement, and 29.78% of agreement. The mean responses of this statement is 4.70, indicating that most students have positive attitudes towards learning through Blackboard during the pandemic.
Approximately 72.34% of the respondents reported strong agreement and 23.40% of agreement with the statement that learning English online is one of the most interesting, useful and fruitful activities, with a mean of 4.66, which indicates that most students have positive attitudes towards learning English in the VLE of Blackboard Learn. In addition, 65.95% of the respondents strongly agreed and 31.91% agreed that they believe online learning is a good alternative to education in the time of the pandemic, with a mean of 4.64, also indicating positive attitudes online learning during the crisis. This finding is consistent with Vo et al. (2017) who, in a meta-analysis of 122 research articles, concluded that VLEs and e-learning platforms provide effective alternative to traditional face-to-face instruction in terms of improving achievement levels and improving students' motivation and attitudes. This finding is also commensurate with prior research findings (e.g., Pinto-Llorente et al., 2017;Gulbinskienė et al., 2017;Umunnakwe, 2016).
The fifth item in the order of weight average is the statement # 15, which reads "The material covered in EFL courses over Blackboard textbook is typically completed online than was the case with face-to-face classes", yielding about 70.2% of the respondents reported strong agreement, and 29.79% of agreement. The mean is 4.60.
Again, most students have positive attitudes towards the covered in EFL courses in the VLE of Blackboard. The sixth item in weight average came to be statement # 7, reading "I need Blackboard to learn other EFL subjects to avoid the perils of face-to-face contact with teachers and mates in the pandemic time". This statement yielded about 65.95% of the respondents' reported strong agreement and 25.53% agreement. The mean of responses to this item is 4.57. That means most students are inclined towards learning over Blackboard to avoid the perils of face-to-face contact with teachers and mates in the pandemic time. Learning online in Blackboard VLE is not only useful, but it was perceived as fun, too. Learning English through virtual learning technology was revealed to be one of the students' favorite learning activities", with this statement ranking #7 in the order of weight average, yielding about 53.19% of the respondents' reported agreement and 42.55% of agreement. The mean of responses, which is 4.43, indicates that most students still have positive attitudes towards learning English through virtual learning technology activities as one of their favorite learning times.
For the eighth item in weight average, statement # 8 which reads "I need to do well in my online courses to catch up with my e-classes, better done over Blackboard" yielded about 51.06% of the respondents' reported strong agreement, and 42.55% of agreement, with an overall mean of 4.38. This also indicates that students have positive attitudes towards learning online and Blackboard helps them catch up with classes in time. Therefore, students would prefer to attend their e-classes on the spot more than to watch them later in recorded videos. This statement #2 ranked the ninth item according to weight average, yielding about 51.06% of the respondents' reported strong agreement and 42.55% agreement. The mean is 4.36. That means most students still have positive attitudes e-classes online in real time. Therefore, For the tenth item in the order of weight average, statement # 1which reads "I like to study at home using Blackboard than to take the hassle of coming to campus and waiting for classes" yielded about 63.82% strong agreement and 25.53% agreement, with an overall mean of 4.34. That means most students have positive attitudes towards study at home using Blackboard.
Respondents were also reported to have strongly agreed (70.2%) and agreed (29.8%) that they would like to take more online courses in the summer with a mean of 4.3, indicating Blackboard users' willingness to continue learning online. They believe they usually do well in learning their EFL courses via Blackboard (42.6% strong agreement and 51.1% agreement) with a mean of 4.28. That is why they appreciate learning via Blackboard as a motivating, self-paced learning and interesting platform of controlled education, equally weighting their agreement to continue these courses online (66% strong agreed, 31.9% agreed), with a mean of 4.28.
In this context, nearly 44.7% strongly agreed and 40.4% agreed that the Blackboard is an efficient virtual learning environment that saves them cost, effort and time, indicating the efficiency of the VLE in offering cost, effort and time-effective education, with a mean of 4.21. Approximately, 44.7% strongly agree and 31.9% agree that Blackboard, in their opinion, provide them with additional chances to learn, revise and get ready for quizzes and tests, with a mean of 3.94. Therefore, about 36.2% strongly agree and 38.3% agree that the paced learning activities available online in virtual Learning Environments instills in them great self-confidence with a mean of 3.91.
Over 70% also agree that learning English online is fun and keeps students stay safe in the pandemic time, with a ijel.ccsenet.org International Journal of English Linguistics Vol. 11, No. 2; mean of 3.85. That is why they would enjoy college study more if there were no face-to-face contact in classes these days (M = 3.83), with approximately 72% of respondents concurring with this statement. And they would look forward to using Blackboard for their learning next year (M = 3.81), believing that their instructors are good enough to provide active, interactive learning activities via Blackboard (M = 3.81), which makes them really enjoy learning online via Blackboard (M = 3.66). This result concurs with a plethora of studies recently conducted during the time this study was in progress or a little before (e.g., Alowedi, 2020;Althobaiti, 2020;Alsulami, 2016;Al-Washahy & Amaar, 2015;Cavanaugh & Song, 2014;Dahmash, 2020;Han & Ellis, 2019;Gulbinskienė et al., 2017).
Respondents also perceived Blackboard to be an essential and instrumental medium of instruction which made education continue without a stop during the pandemic (M = 3.55), and that is why they did not agree with the statement that Blackboard is more difficult for me to learn through than real-life attendance on campus. They strongly disagreed (66%) or just disagreed (27.7%) that they found Blackboard difficult with a mean of 4.43. A similar weight average of strong disagreement (66%) or just disagreement (27.7%) that learning via Blackboard was a waste of time and effort, with a mean of 1.47. They also have positive attitudes towards Blackboard as a learning platform, disbelieving that the medium could be anathema to them. That is why the statement reading "When I hear the word "Blackboard", I have a feeling of dislike and fear" came last in order with a strong disagreement of 2.1% and just agreement of 61.7% of the respondents while 31.9 were not sure about their feelings in this regard.
For the present survey of students' attitudes towards using Blackboard during the pandemic, the most common reasons students liked the VLE of Blackboard could be convenience of use, platform availability, system quality and quality of e-learning over Blackboard. Other reasons include users' personal factors such as their satisfaction tendency, their self-confidence initiated by the VLE of Blackboard, their enjoyment of learning in this medium, the interesting and useful learning activities and tools as well as their staying safe in this mode of learning in the pandemic time. Other factors identified include the learners' willingness to continue learning via Blackboard and their expectation that full-time learning online would replace traditional face-to-face learning. These findings are congruent with prior research which observed an accelerating tendency to using e-learning platforms (Alfaleh, 2015;Egbert & Hanson-Smith, 2003 The students' responses to the attitudes' survey statements are commensurate with the instructors' perceptions; for instance, teachers perceive Blackboard to be a medium that could establish efficient teacher-students communication. Students believe that their teachers are good enough to provide active, interactive learning activities via Blackboard and that the Blackboard is an efficient virtual learning environment that saves them cost, effort and time -the three pillars of efficient communication. As teachers also believe the VLE as providing active, interactive learning, so do students who believe that learning English through the VLE of Blackboard is one of their favorite, enjoyable, interesting, useful and fruitful activities, and that they can online as much as they do in real world, face-to-face learning situations. These findings are congruent with a plethora of prior research (Bower et al., 2017;Cassidy, 2016;Smith et al., 2017;Han & Ellis, 2019;Weerasinghe, 2018).
In addition, teachers and students alike believe that Blackboard e-learning tools and activities help them to improve their comprehension in a controlled educational environment with synchronous and asynchronous useful and fruitful e-learning activities, Blackboard video mashups, discussion boards and forums and e-quizzes. Students also concur with their teachers that the Blackboard VLE could initiate and sustain their intrinsic motivation as they need to do well with their online courses to catch up with their e-classes over Blackboard, thereby appreciating learning via Blackboard as a motivating, self-paced learning and interesting platform of controlled learning. Students showed that they wanted to continue using the VLE in summer and next year as an alternative to traditional face to face education. The medium for them is fun and joyful, concurring with their instructors that the medium creates and sustains students-teachers' rapport and trust so much that they believe their instructors are good enough to provide active, interactive learning activities via Blackboard and that this medium is also elect to be good alternative to education in the time of the pandemic. That is why students believed that if it not for virtual learning environments like Blackboard, education would have come to a stop during the pandemic.
The augmented reality functions of Blackboard Learn tools make the medium an interactive environment that enhances learning outcomes, perceptions about learning environments and motivation and interest in technology-driven e-learning-a result congruent with prior research (Alsowat, 2017;Gundogmus, et al., 2016).

Conclusion and Suggestions for Future Research
Findings from this study revealed the EFL instructors' perceptions of the Blackboard LMS being generally positive with both samples believing that the e-learning LMS helps in establishing efficient teacher-students' communication, facilitating students' comprehension, boosting up their instrumental motivation, engaging them in active, interactive learning, and creating instructor-students' rapport. The students' attitudes survey also divulged the overall positive attitudes towards using Blackboard LMS during the pandemic due to its convenience of use, platform availability, system quality and quality of e-learning over Blackboard. Other reasons included users' personal factors such as their satisfaction tendency, their self-confidence initiated by the VLE of Blackboard, their enjoyment of learning in this medium, the interesting and useful learning activities and tools as well as their staying safe in this mode of learning in the pandemic time. Other factors identified include the learners' willingness to continue learning via Blackboard and their expectation that full-time learning online would replace traditional face-to-face learning. The study concluded that teachers' and students' perceptions and attitudes towards VLEs, with particular reference to Blackboard, could be valuable to faculty and institutions in their quality assurance efforts and the development of promising online courses and programs in EFL to satisfy the needs of students.
Results of the present study reveal that teachers' and students' perceptions and attitudes towards VLEs, with particular reference to Blackboard, could be valuable to faculty and institutions in their quality assurance efforts and the development of promising online courses and programs in EFL to satisfy the needs of students.
In the future, the present researcher's goal will be to refine, further develop and mass-apply the research surveys as part of e-learning quality control efforts. The faculty perceptions survey was planned to detect faculty perceptions and expectations of Blackboard as a VLE, and the students' attitudes survey sought to explore students' attitudes towards e-learning in Blackboard during the pandemic. Results of both surveys overlapped, but more research to explore additional demographic factors such as age, education, experience and gender of the participants are needed to further explore the constructs of the study.

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