The educational program using blackboard collaborate breakout groups
BLOOM
Through the following steps, ADDIE learning design was used to design learning on the Blackboard collaborate breakout groups platform:1- Analysis: This stage involved determining the general objectives of the program, the characteristics of the students, and the educational activities.
The general objective is to improve students’ cognitive achievement of "the spectrum of physical education teaching styles".Student characteristics: This study sample ranged in age from 21 to 23 years old. According to Spano [There are two types of educational activities: those performed by the teacher and those performed by the student. During the teacher’s instruction, students learn how to use Blackboard Collaborate (joining the class, using breakout groups, submitting assignments and tests, and communicating with other students and the teacher). In the control group, students interact with the Blackboard collaborative platform, communicate with their teacher and colleagues through audio and video, and follow the teacher’s presentation. For the experimental group, task sheets explain the formation and use of subgroups, as well as how to interact with each other. After the collaborative work groups have completed their tasks, the tasks are sent to the teacher on time and displayed in the main room.2- Design: In this stage, behavioral objectives are set, a teaching strategy is defined, an assessment strategy is formed, and task sheets are designed for experimental groups to collaborate on.
The formulation of learning outcomes: In accordance with Bloom [Teaching strategy: With the control group, an online lecture was conducted using the Blackboard platform. Experiment groups used breakout-group tools in the Blackboard collaborative system and task sheets to reinforce collaborative learning.Assessment strategy: As specified in the TOS for the test, an online cognitive test was designed to measure the topics under study and the cognitive levels.Developing task sheets for the experimental group to use during breakout groups, containing instructions, learning outcomes, tasks, and performance times. As Mosston and Ashworth [Time framework: According to the Physical Education Teaching Methods course credit hours (CR), one lecture was given per week to each experimental and control group, with two theoretical CRs for each lecture; one CR equaled 50 contact minutes. Over a five-week period, each experimental and control group received five lectures on the topics.3- Development: Blackboard Collaborate Ultra was selected as one of the webinar tools because it is an official app approved by Qassim University and integrated with the university’s academic system. The educational resources (e-books, presentations) were downloaded using the Blackboard Collaborate platform and were presented to the students, allowing them to ask and discuss questions through the platform, in addition to the breakout groups’ tool that was unique to the experimental group.4- Implementation: Over a five-week period, between 31/1/2021 and 3/3/2021, the main experiment was conducted on Sundays for the control group and Wednesdays for the experimental group. In the experimental group, the Blackboard Collaborate system was utilized with breakout groups for collaborative activities, while in the control group, the system was utilized in a traditional way without any collaborative activities. To assess cognitive achievement, each group took a post-test on 7/3/2021. One month after the discontinuation of the teaching and learning processes, a follow-up measurement was performed.