In 2016, Blackboard engaged in a study “Patterns in Blackboard Learn tool use: Five Course Design Archetypes” that included data from 70,000 courses from 927 institutions, with 3,374,462 unique learners.
Based on this study of over 3 million learners and 70,000 courses, it was found that 53% of courses were supplemental, meaning content-heavy with low interaction, following by complementary at 24% meaning one-way communication through content, announcements, and gradebook. Additional course archetypes are illustrated in the chart below:
Chart retrieved from: “Patterns in Blackboard Learn tool use: Five Course Design Archetypes“
Additionally, the Blackboard study found:
Courses with the largest amount of student activity take advantage of a diverse set of tools; campuses should identify and investigate these leading courses as sources for best practices and examples that can be adapted by other faculty in their courses.
Blackboard Use at GVSU
At GVSU, the eLearning team was interested in researching how Blackboard is being used by faculty and students. By leveraging the opensource BbStats Blackboard Building Block (which includes a “Latent Class Analysis Report”) by Dr. Szymon Machajewski, it was found that 72% of courses are using Blackboard in Holistic and Complementary ways, whereas 28% of courses fall into the content repository category in the Winter 2019 semester.
19% or 758 courses at GVSU fall into the Holistic category where 5 more more tools are used per course (eg. content, grade center, announcements, and possibly assignments, discussions, and/or assessments).
53% or 2,082 courses at GVSU are using at least 3 tools per course (eg. content, grade center, and announcements or assignments).
28% Content Repository
28% or 1,088 courses at GVSU are using 2 or less tools per course (eg. content and announcements or discussion board). Additionally, there is no use of grade center, assignments, or assessments.
Chart retrieved from: GVSU BbStats Blackboard Building Block, Latent Class Analysis Report
Download the Springer journal article: https://rdcu.be/54Lg