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    Satisfaction of high education students with blackboard learning system during COVID-19
    (Işık Üniversitesi, 2022-04) Ayyadumi, Yasser Abdullah Mohsen; Falcıoğlu, Pınar; Işık Üniversitesi, Lisansüstü Eğitim Enstitüsü, Yöneticiler İçin İşletme Yönetimi (İngilizce) Yüksek Lisans Programı
    With the advent of the novel COVID-19 disease, the world has become facing an extraordinary situation that has changed the course of normal human life upside down and pushed them towards compulsory, recent technology-based alternative solutions, educational life is an integral part of that. The higher education institutions in Turkey rushed from the first moments to avoid the disruption of education process, and transformed into the full-fledged online learning system. Therefore, the current study addressed aims to investigate ‘How satisfied with the transformation to Blackboard Learning System BLS for high education students, Istanbul-Turkey, during COVID-19 disease period 2020 are’ through a comparison of undergraduate and postgraduate students’ perceptions via thirty items divided into six axes, which are included in a single model. An online questionnaire survey sent through BLS itself and WhatsApp was filled out by a total of 294 student respondents, wherein afterwards an inferential and descriptive study with quantitative approach has been employed for analyzing their perceptions. The findings are indicative that the Usefulness, Engagement, Communication and Ease of Use, Self-efficacy, and Challenges axes respectively have a statistically significant effect on students’ perceptions concerning satisfaction with the BLS. As the Usefulness and Engagement axes have the highest contribution to students’ satisfaction with the BLS, unlike, the Challenges axis has the least contribution. It can be reported that the transformation into BLS during COVID-19 disease period is satisfactory for higher education students. With superiority of postgraduate students’ perceptions, in terms of Self-efficacy, Communication and Ease of Use and Challenges axes, along with a clear supremacy of the postgraduate students’ perceptions over the Overall axes level. Moreover, all demographic dimensions except gender, place of the living, the kind of device preferred and the willingness in using BLS in the future, influence the undergraduate and postgraduate students’ perceptions. An ease of use and communication, increased self-efficacy, flexibility, availability, accessibility, transferability, affordability, interactivity, saving-time moderately and positive changes of students’ life are shown to be the most traits the BLS has. Unlike, BLS, while effective, gives rise to a sense of isolation, lack of concentration, the reluctance of attendance, plus fairly vulnerability of participation, which are demonstrated to be the most drawbacks in The BLS. Some recommendations might contribute to successful implementation and satisfying use of BLS have been suggested.