Enhancing Academic Writing Skills in Freshmen: Evaluating the Impact of Blackboard Platform in the Classroom
DOI:
https://doi.org/10.53103/cjlls.v5i6.245Keywords:
Blackboard Platform, Freshman Composition, Academic Writing, Technology-Mediated Learning, Error Analysis, Mixed-Methods ResearchAbstract
This study examines the impact of the Blackboard learning management system on the academic writing development of freshmen enrolled in a university-level writing course. Guided by an interpretive/constructivist paradigm, the research explores how technology-mediated instruction supports writing improvement through sustained drafting, continual feedback, and collaborative interaction. A mixed-methods case study design was employed to track eleven undergraduate students over one academic semester as they completed three major writing assignments, each requiring the submission of multiple drafts.
Quantitative data were generated through systematic error analysis of all drafts and final submissions, focusing on linguistic, mechanical, and structural errors. A Repeated Measures ANOVA was used to determine whether statistically significant improvements occurred across drafts. Complementary qualitative data drawn from discussion board posts, email exchanges, and instructor observations were analyzed to identify patterns in student engagement, collaboration, and perceptions of the Blackboard-assisted learning environment.
Findings show a significant reduction in writing mechanics errors over time, demonstrating measurable gains in writing fluency and technical accuracy. The study also highlights the value of Blackboard features such as discussion forums, peer-review tools, external resource links, and word-processing functions in promoting recursive revision, autonomous learning, and a collaborative environment. Students reported increased confidence, motivation, and appreciation for the platform’s flexibility and constant accessibility. However, the platform had limited influence on substantive and cognitive writing skills, including idea development and content elaboration. Few participants also reported technical difficulties and challenges adapting to the platform.
Overall, the study concludes that Blackboard is an effective tool for fostering foundational writing skills and supporting student-centered instruction. It underscores the importance of structured guidance and consistent feedback, and it advocates for the strategic use of learning management systems as complementary components in freshman writing pedagogy.
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