Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2023, Cilt: 10 Sayı: 2, 72 - 84, 30.06.2023
https://doi.org/10.17261/Pressacademia.2023.1744

Öz

Kaynakça

  • Acar, A., & Kayaoglu, M. N. (2020). Moodle as a potential tool for language education under the shadow of COVID-19. Eurasian Journal of Educational Research, 90, 67-82.
  • Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011.
  • Aguilera-Hermida, A. P., Quiroga-Garza, A., Gómez-Mendoza, S., Villanueva, C. A. D. R., Alecchi, B. A., & Avci, D. (2021). Comparison of students’ use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey. Education and Information Technologies, , 26(6), 6823-6845.
  • Albelbisi, N. A., & Yusop, F. D. (2019). Factors influencing learners’ self–regulated learning skills in a massive open online course (MOOC) environment. Turkish Online Journal of Distance Education, 20(3), 1-16.
  • Al‐hawari, M. A., & Mouakket, S. (2010). The influence of technology acceptance model (TAM) factors on students'e‐satisfaction and e‐retention within the context of UAE e‐learning. Education, Business and Society: Contemporary Middle Eastern Issues , 3(4), 299-314.
  • AlKhunzain, A., & Khan, R. (2021). The Use of M-Learning: A Perspective of Learners’ Perceptions on M-Blackboard Learn. DOI: https://doi.org/10.3991/ijim.v15i02.17003
  • Alokluk, J. A. (2018). The Effectiveness of Blackboard System, Uses and Limitations in Information Management. Intelligent Information Management, 10, 133–149.
  • Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and E-Learning Research, 7(3), 285-292.
  • Balkaya, S., & Akkucuk, U. (2021). Adoption and use of learning management systems in education: the role of playfulness and self-management. Sustainability, 13, 1127.
  • Bataineh, K. B., Atoum, M. S., Alsmadi, L. A., & Shikhali, M. (2021). A silver lining of coronavirus: Jordanian Universities turn to distance education. International Journal of Information and Communication Technology Education, 17(2), 138-148.
  • Bentata, Y. (2020). COVID 2019 pandemic: a true digital revolution and birth of a new educational era, or an ephemeral phenomenon? Medical Education Online, 25(1), 1781378.
  • Bradford, P., Porciello, M., Balkon, N., & Backus, D. (2007). The Blackboard learning system: The be all and end all in educational instruction? Journal of Educational Technology Systems, 35(3), 301-314.
  • Carvalho, A., Areal, N., & Silva, J. (2011). Students' perceptions of Blackboard and Moodle in a Portuguese university. British Journal of Educational Technology, 42(5), 824-841.
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 15, 319-340.
  • DeLone, W. H., & McLean, E. R. (2003). The DeLone and McLean model of information systems success: a ten-year update. Journal of Management Information Systems, 19(4), 9-30.
  • Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22.
  • Elçi, A. (2021). Academics’ professional development needs and gains during COVID-19 distance education emergency transition in Turkey: Academics’ professional development needs and gains. International Journal of Curriculum and Instruction, 13(1), 343-358.
  • Emiroglu, T., Ozkul, A. E., & Sozudogru, O. (2021). Investigation of views of students majoring in history on distance education during the period of pandemic (COVID-19). Revista Argentina de Clínica Psicológica, 30(1), 114-119.
  • Evişen, N., Akyılmaz, Ö., & Torun, Y. A., (2021). Case study of university EFL preparatory class students’ attitudes towards online learning during Covid-19 in Turkey. Gaziantep Üniversitesi Eğitim Bilimleri Dergisi, 4(2), 73-93.
  • Findik-Coşkunçay, D., Alkiş, N., & Özkan-Yildirim, S. (2018). A structural model for students' adoption of learning management systems: An empirical investigation in the higher education context. Journal of Educational Technology & Society, 21(2), 13-27.
  • Gautam, D. K., & Gautam, P. K. (2021). Transition to online higher education during COVID-19 pandemic: turmoil and way forward to developing country of South Asia-Nepal. Journal of Research in Innovative Teaching & Learning, 14(1), 93-111.
  • Giray, G. (2021). An assessment of student satisfaction with e-learning: An empirical study with computer and software engineering undergraduate students in Turkey under pandemic conditions. Education and Information Technologies, 26(6), 6651-6673.
  • Goi, C., & Ng, P. Y. (2008). E-learning in Malaysia: Success factors in implementing e-learning program. International Journal of Teaching and Learning in Higher Education, 20(2), 171-183.
  • Gonzalez, E. (2020). Blackboard Learn Review [online], https://www.fool.com/the-blueprint/blackboard-learn-review/
  • Haleem, U., Asim, M., & Manzoor, S. (2021). Impact of online education’s compatibility on student’s satisfaction in universities of Pakistan by using TAM model. Pakistan Journal of Educational Research, 4(2), 89-101.
  • Hall, C. (2006). Lighting a fire or filling a pail? Users’ perceptions of a virtual learning environment. Survey Report, University of Swansea. Retrieved February, 28, 2008.
  • Heirdsfield, A., Walker, S., Tambyah, M., & Beutel, D. (2011). Blackboard as an online learning environment: What do teacher education students and staff think?. Australian Journal of Teacher Education, 36(7), 1-16.
  • Isik, A. H., Karakis, R., & Güler, G. (2010). Postgraduate students’ attitudes towards distance learning (The case study of Gazi University). Procedia-Social and Behavioral Sciences, 9, 218-222.
  • Ituma, A. (2011). An evaluation of students’ perceptions and engagement with e-learning components in a campus based university. Active Learning in Higher Education, 12(1), 57-68.
  • Kemp, A., Palmer, E., & Strelan, P. (2019). A taxonomy of factors affecting attitudes towards educational technologies for use with technology acceptance models. British Journal of Educational Technology, 50(5), 2394-2413.
  • Liaw, S. S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education, 51(2), 864-873.
  • Littlefield, J. (2018). The difference between synchronous and asynchronous distance learning [online], https://www.thoughtco.com/synchronous-distance-learning-asynchronous-distancelearning-1097959
  • Maity, S., Sahu, T. N., & Sen, N. (2021). Panoramic view of digital education in COVID‐19: A new explored avenue. Review of Education, 9(2), 405-423.
  • Malikowski, S. R., Thompson, M. E., & Theis, J. G. (2007). A model for research into course management systems: Bridging technology and learning theory. Journal of Educational Computing Research, 36(2), 149-173.
  • Maqableh, M. (2015). The acceptance and use of computer based assessment in higher education. Journal of Software Engineering and Applications, 8(10), 557-569.
  • MEB (2020). Minister Selçuk Talks About Turkey's COVID-19 Experience To G20 Countries [online], http://www.meb.gov.tr/minister-selcuk-talks-about-turkeys-covid-19-experience-to-g20-countries/haber/21202/en.
  • Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129-135.
  • Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2017). Human resource management: Gaining a competitive advantage. New York, NY: McGraw-Hill Education, ISBN: 978-1-259-25506-9.
  • Parker, M. A., & Martin, F. (2010). Using virtual classrooms: Student perceptions of features and characteristics in an online and a blended course. MERLOT Journal of Online Learning and Teaching, 6(1), 135-147.
  • Rhode, J., Richter, S., Gowen, P., Miller, T., & Wills, C. (2017). Understanding faculty use of the learning management system. Online Learning, 21(3), 68-86.
  • Sahin, I., & Shelley, M. (2008). Considering students' perceptions: The distance education student satisfaction model. Journal of Educational Technology & Society, 11(3), 216-223.
  • Salloum, S. A., Alhamad, A. Q. M., Al-Emran, M., Monem, A. A., & Shaalan, K. (2019). Exploring students’ acceptance of e-learning through the development of a comprehensive technology acceptance model. IEEE Access, 7, 128445-128462.
  • Salter, S. M., Karia, A., Sanfilippo, F. M., & Clifford, R. M. (2014). Effectiveness of E-learning in pharmacy education. American Journal of Pharmaceutical Education, 78(4), 366-391.
  • Saputro, B., Tortop, H. S., Zuhri, M., Mansur, M., & Saerozi, M. (2021). The Effectiveness of the learning management system of saqural learning application on the scientific ınterpretation learning outcomes. Jurnal Pendidikan IPA Indonesia, 10(1), 111-120.
  • Sarac Y. M. A. (2021). Analysis: The impact of online education during COVID-19 pandemic in Turkish higher education [online], https://www.aa.com.tr/en/analysis/analysis-the-impact-of-online-education-during-covid-19-pandemic-in-turkish-higher-education/2163525#.
  • Sari, T., & Nayır, F. (2020). Challenges in distance education during the (Covid-19) pandemic period. Qualitative Research in Education, 9(3), 328-360.
  • Senel, S., & Senel, H. C. (2021). Remote assessment in higher education during COVID-19 pandemic. International Journal, 8(2), 181-199.
  • Shahzad, A., Hassan, R., Aremu, A. Y., Hussain, A., & Lodhi, R. N. (2021). Effects of COVID-19 in e-learning on higher education institution students: the group comparison between male and female. Quality & Quantity, 55, 805-826.
  • Siagian, S., Sinambela, P. N. J. M., & Wau, Y. (2020). Effectiveness and efficiency of e-learning in instructional design. World Transactions on Engineering and Technology Education, 18(1), 73-77.
  • Sofi, A., & Laafou, M. (2020). Effect of using the online learning platform in teaching during the COVID-19 pandemic. Educational practices during the COVID-19 viral outbreak: International Perspectives, 167-180.
  • Soroka, V. (2019). Digital education in the ınternational pedagogical discourse. Comparative Professional Pedagogy, 9(4), 74-81.
  • Studyinturkey (2020). Higher Education in Numbers [online], https://www.studyinturkey.gov.tr/StudyinTurkey/_PartStatistic.
  • Şimşek, Ö. F. (2012). Higher-order factors of personality in self-report data: Self-esteem really matters. Personality and Individual Differences, 53(5), 568-573.
  • Tarhini, A., Hone, K., & Liu, X. (2015). A cross‐cultural examination of the impact of social, organisational and individual factors on educational technology acceptance between British and Lebanese university students. British Journal of Educational Technology, 46(4), 739-755.
  • Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS quarterly, 16, 425-478.
  • Walliman, N. (2010). Research methods: The basics. Routledge, London and New York, ISBN: 0-203-83607-3.
  • Yakubu, M. N., & Dasuki, S. I. (2019). Factors affecting the adoption of e-learning technologies among higher education students in Nigeria: A structural equation modelling approach. Information Development, 35(3), 492-502.

SATISFACTION OF HIGHER EDUCATION STUDENTS WITH BLACKBOARD LEARNING SYSTEM DURING COVID-19

Yıl 2023, Cilt: 10 Sayı: 2, 72 - 84, 30.06.2023
https://doi.org/10.17261/Pressacademia.2023.1744

Öz

Purpose- 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, education being not an exception. 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. Current study addressed aims to investigate how satisfied higher education students are with the transformation to Blackboard Learning System in İstanbul, Turkey during COVID-19. The study compares undergraduate and postgraduate students’ perceptions via thirty items divided into six axes, which are included in a single model.
Methodology- 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.
Findings- The results 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, the Challenges axis has the least contribution. The findings state that satisfaction of postgraduate students, in terms of Self-efficacy, Communication and Ease of Use and Challenges axes, along with a clear supremacy over the Overall axes level is higher than undergraduate students. Moreover, all demographic dimensions except gender, place of living, the kind of device preferred and the willingness in using BLS in the future, influence students’ perceptions.
Conclusion- It can be concluded that the transformation into BLS during COVID-19 has been satisfactory for higher education students, especially for postgraduate students. Some traits and drawbacks of BLS have been inferred along with recommendations which may contribute to successful implementation of BLS.

Kaynakça

  • Acar, A., & Kayaoglu, M. N. (2020). Moodle as a potential tool for language education under the shadow of COVID-19. Eurasian Journal of Educational Research, 90, 67-82.
  • Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011.
  • Aguilera-Hermida, A. P., Quiroga-Garza, A., Gómez-Mendoza, S., Villanueva, C. A. D. R., Alecchi, B. A., & Avci, D. (2021). Comparison of students’ use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey. Education and Information Technologies, , 26(6), 6823-6845.
  • Albelbisi, N. A., & Yusop, F. D. (2019). Factors influencing learners’ self–regulated learning skills in a massive open online course (MOOC) environment. Turkish Online Journal of Distance Education, 20(3), 1-16.
  • Al‐hawari, M. A., & Mouakket, S. (2010). The influence of technology acceptance model (TAM) factors on students'e‐satisfaction and e‐retention within the context of UAE e‐learning. Education, Business and Society: Contemporary Middle Eastern Issues , 3(4), 299-314.
  • AlKhunzain, A., & Khan, R. (2021). The Use of M-Learning: A Perspective of Learners’ Perceptions on M-Blackboard Learn. DOI: https://doi.org/10.3991/ijim.v15i02.17003
  • Alokluk, J. A. (2018). The Effectiveness of Blackboard System, Uses and Limitations in Information Management. Intelligent Information Management, 10, 133–149.
  • Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and E-Learning Research, 7(3), 285-292.
  • Balkaya, S., & Akkucuk, U. (2021). Adoption and use of learning management systems in education: the role of playfulness and self-management. Sustainability, 13, 1127.
  • Bataineh, K. B., Atoum, M. S., Alsmadi, L. A., & Shikhali, M. (2021). A silver lining of coronavirus: Jordanian Universities turn to distance education. International Journal of Information and Communication Technology Education, 17(2), 138-148.
  • Bentata, Y. (2020). COVID 2019 pandemic: a true digital revolution and birth of a new educational era, or an ephemeral phenomenon? Medical Education Online, 25(1), 1781378.
  • Bradford, P., Porciello, M., Balkon, N., & Backus, D. (2007). The Blackboard learning system: The be all and end all in educational instruction? Journal of Educational Technology Systems, 35(3), 301-314.
  • Carvalho, A., Areal, N., & Silva, J. (2011). Students' perceptions of Blackboard and Moodle in a Portuguese university. British Journal of Educational Technology, 42(5), 824-841.
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 15, 319-340.
  • DeLone, W. H., & McLean, E. R. (2003). The DeLone and McLean model of information systems success: a ten-year update. Journal of Management Information Systems, 19(4), 9-30.
  • Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22.
  • Elçi, A. (2021). Academics’ professional development needs and gains during COVID-19 distance education emergency transition in Turkey: Academics’ professional development needs and gains. International Journal of Curriculum and Instruction, 13(1), 343-358.
  • Emiroglu, T., Ozkul, A. E., & Sozudogru, O. (2021). Investigation of views of students majoring in history on distance education during the period of pandemic (COVID-19). Revista Argentina de Clínica Psicológica, 30(1), 114-119.
  • Evişen, N., Akyılmaz, Ö., & Torun, Y. A., (2021). Case study of university EFL preparatory class students’ attitudes towards online learning during Covid-19 in Turkey. Gaziantep Üniversitesi Eğitim Bilimleri Dergisi, 4(2), 73-93.
  • Findik-Coşkunçay, D., Alkiş, N., & Özkan-Yildirim, S. (2018). A structural model for students' adoption of learning management systems: An empirical investigation in the higher education context. Journal of Educational Technology & Society, 21(2), 13-27.
  • Gautam, D. K., & Gautam, P. K. (2021). Transition to online higher education during COVID-19 pandemic: turmoil and way forward to developing country of South Asia-Nepal. Journal of Research in Innovative Teaching & Learning, 14(1), 93-111.
  • Giray, G. (2021). An assessment of student satisfaction with e-learning: An empirical study with computer and software engineering undergraduate students in Turkey under pandemic conditions. Education and Information Technologies, 26(6), 6651-6673.
  • Goi, C., & Ng, P. Y. (2008). E-learning in Malaysia: Success factors in implementing e-learning program. International Journal of Teaching and Learning in Higher Education, 20(2), 171-183.
  • Gonzalez, E. (2020). Blackboard Learn Review [online], https://www.fool.com/the-blueprint/blackboard-learn-review/
  • Haleem, U., Asim, M., & Manzoor, S. (2021). Impact of online education’s compatibility on student’s satisfaction in universities of Pakistan by using TAM model. Pakistan Journal of Educational Research, 4(2), 89-101.
  • Hall, C. (2006). Lighting a fire or filling a pail? Users’ perceptions of a virtual learning environment. Survey Report, University of Swansea. Retrieved February, 28, 2008.
  • Heirdsfield, A., Walker, S., Tambyah, M., & Beutel, D. (2011). Blackboard as an online learning environment: What do teacher education students and staff think?. Australian Journal of Teacher Education, 36(7), 1-16.
  • Isik, A. H., Karakis, R., & Güler, G. (2010). Postgraduate students’ attitudes towards distance learning (The case study of Gazi University). Procedia-Social and Behavioral Sciences, 9, 218-222.
  • Ituma, A. (2011). An evaluation of students’ perceptions and engagement with e-learning components in a campus based university. Active Learning in Higher Education, 12(1), 57-68.
  • Kemp, A., Palmer, E., & Strelan, P. (2019). A taxonomy of factors affecting attitudes towards educational technologies for use with technology acceptance models. British Journal of Educational Technology, 50(5), 2394-2413.
  • Liaw, S. S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education, 51(2), 864-873.
  • Littlefield, J. (2018). The difference between synchronous and asynchronous distance learning [online], https://www.thoughtco.com/synchronous-distance-learning-asynchronous-distancelearning-1097959
  • Maity, S., Sahu, T. N., & Sen, N. (2021). Panoramic view of digital education in COVID‐19: A new explored avenue. Review of Education, 9(2), 405-423.
  • Malikowski, S. R., Thompson, M. E., & Theis, J. G. (2007). A model for research into course management systems: Bridging technology and learning theory. Journal of Educational Computing Research, 36(2), 149-173.
  • Maqableh, M. (2015). The acceptance and use of computer based assessment in higher education. Journal of Software Engineering and Applications, 8(10), 557-569.
  • MEB (2020). Minister Selçuk Talks About Turkey's COVID-19 Experience To G20 Countries [online], http://www.meb.gov.tr/minister-selcuk-talks-about-turkeys-covid-19-experience-to-g20-countries/haber/21202/en.
  • Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129-135.
  • Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2017). Human resource management: Gaining a competitive advantage. New York, NY: McGraw-Hill Education, ISBN: 978-1-259-25506-9.
  • Parker, M. A., & Martin, F. (2010). Using virtual classrooms: Student perceptions of features and characteristics in an online and a blended course. MERLOT Journal of Online Learning and Teaching, 6(1), 135-147.
  • Rhode, J., Richter, S., Gowen, P., Miller, T., & Wills, C. (2017). Understanding faculty use of the learning management system. Online Learning, 21(3), 68-86.
  • Sahin, I., & Shelley, M. (2008). Considering students' perceptions: The distance education student satisfaction model. Journal of Educational Technology & Society, 11(3), 216-223.
  • Salloum, S. A., Alhamad, A. Q. M., Al-Emran, M., Monem, A. A., & Shaalan, K. (2019). Exploring students’ acceptance of e-learning through the development of a comprehensive technology acceptance model. IEEE Access, 7, 128445-128462.
  • Salter, S. M., Karia, A., Sanfilippo, F. M., & Clifford, R. M. (2014). Effectiveness of E-learning in pharmacy education. American Journal of Pharmaceutical Education, 78(4), 366-391.
  • Saputro, B., Tortop, H. S., Zuhri, M., Mansur, M., & Saerozi, M. (2021). The Effectiveness of the learning management system of saqural learning application on the scientific ınterpretation learning outcomes. Jurnal Pendidikan IPA Indonesia, 10(1), 111-120.
  • Sarac Y. M. A. (2021). Analysis: The impact of online education during COVID-19 pandemic in Turkish higher education [online], https://www.aa.com.tr/en/analysis/analysis-the-impact-of-online-education-during-covid-19-pandemic-in-turkish-higher-education/2163525#.
  • Sari, T., & Nayır, F. (2020). Challenges in distance education during the (Covid-19) pandemic period. Qualitative Research in Education, 9(3), 328-360.
  • Senel, S., & Senel, H. C. (2021). Remote assessment in higher education during COVID-19 pandemic. International Journal, 8(2), 181-199.
  • Shahzad, A., Hassan, R., Aremu, A. Y., Hussain, A., & Lodhi, R. N. (2021). Effects of COVID-19 in e-learning on higher education institution students: the group comparison between male and female. Quality & Quantity, 55, 805-826.
  • Siagian, S., Sinambela, P. N. J. M., & Wau, Y. (2020). Effectiveness and efficiency of e-learning in instructional design. World Transactions on Engineering and Technology Education, 18(1), 73-77.
  • Sofi, A., & Laafou, M. (2020). Effect of using the online learning platform in teaching during the COVID-19 pandemic. Educational practices during the COVID-19 viral outbreak: International Perspectives, 167-180.
  • Soroka, V. (2019). Digital education in the ınternational pedagogical discourse. Comparative Professional Pedagogy, 9(4), 74-81.
  • Studyinturkey (2020). Higher Education in Numbers [online], https://www.studyinturkey.gov.tr/StudyinTurkey/_PartStatistic.
  • Şimşek, Ö. F. (2012). Higher-order factors of personality in self-report data: Self-esteem really matters. Personality and Individual Differences, 53(5), 568-573.
  • Tarhini, A., Hone, K., & Liu, X. (2015). A cross‐cultural examination of the impact of social, organisational and individual factors on educational technology acceptance between British and Lebanese university students. British Journal of Educational Technology, 46(4), 739-755.
  • Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS quarterly, 16, 425-478.
  • Walliman, N. (2010). Research methods: The basics. Routledge, London and New York, ISBN: 0-203-83607-3.
  • Yakubu, M. N., & Dasuki, S. I. (2019). Factors affecting the adoption of e-learning technologies among higher education students in Nigeria: A structural equation modelling approach. Information Development, 35(3), 492-502.
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İşletme
Bölüm Articles
Yazarlar

Yasser Abdullah Mohsen Alyadumı Bu kişi benim 0000-0003-4800-0774

Pinar Falcıoglu Bu kişi benim 0000-0003-1058-7063

Yayımlanma Tarihi 30 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 10 Sayı: 2

Kaynak Göster

APA Alyadumı, Y. A. M., & Falcıoglu, P. (2023). SATISFACTION OF HIGHER EDUCATION STUDENTS WITH BLACKBOARD LEARNING SYSTEM DURING COVID-19. Journal of Management Marketing and Logistics, 10(2), 72-84. https://doi.org/10.17261/Pressacademia.2023.1744

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