Jita, T.Motaung, Dinkeng Nicolette2025-01-082025-01-082024http://hdl.handle.net/11660/12937Dissertation (M.Ed.(Higher Education))--University of the Free State, 2024Recently, technology has holistically been accepted as an element that plays a major role in the function of a normal daily life globally, in particular within the higher education sector. The outbreak of Corona virus required students to utilise technology to learn in their various programs. Remote learning was instigated on this rural higher education campus through the integration of Blackboard Collaborate as one of the tools embedded within Blackboard. This study aims to explore students’ perspectives of a Blackboard Collaborate Virtual Learning Experiences in a higher education rural campus in the Eastern Free State province, South Africa. The incorporated theoretical framework to explore students’ perspectives on the use of Blackboard Collaborate as a mode of content delivery is the Technology Acceptance Model (TAM). TAM has been identified as one of the most globally used models to describe the users’ acceptance and use of technology with its factors named perceived usefulness (PU) and perceived ease of use (PEOU) of technology. These factors assist in analysing students’ intention and motivation in using Blackboard Collaborate to learn. A qualitative research approach was designed with non-probability purposive sample selection of 8 students, two from each of the four faculties at the campus understudy. Participants were interviewed regarding their perspectives of learning virtually through Blackboard Collaborate. Furthermore, students from a compulsory first year module were also observed to see how they engage with various functions on this platform. The thematic analysis approach on ATLAS.ti 22 was used to analyse data and develop themes to create a generalized data regarding the students’ perspectives on the integration of Blackboard Collaborate Virtual learning in teaching and learning. The result from the interviews provides a logical qualitative database indicating that the majority of students on this rural campus mainly faced technical and financial issues during the virtual learning period. The results discovered during the observation concluded that the majority of students did not use the Blackboard Collaborate at the exposal for effective virtual learning. The challenges faced hindered them to learn to their fullest potential on this platform. This campus was also a cornerstone to its students as institutional support was highlighted during that disruptive time. Furthermore, it is also noted that students and facilitators need continuous training on how to effectively utilise the functions of the system and also how to fully engage students online. In addition, it is highly recommended for the institution to ensure that any apps provided to students is tested beforehand and that students must be supported financial so that they spend more time on learning than dealing with basic socio-economic challenges.enBlackboard CollaborateCollaborateHigher EducationRural campusStudents’ perspectivesTechnology acceptance modelVirtual learningDissertationUniversity of the Free State