The main focus of the presentation is to provide empirical information to support the students' acceptance of Blackboard as an LMS (Learning Management System) to help students to learn better. INTI International University has been using Blackboard to promote and strengthen Blended Learning, and has faced extensive resistance from both students and academic staff at its inception. However, the research now shows that students are increasingly adopting Blackboard as an LMS and are picking up the needed skills for more effective Blended Learning. Although there are still challenges ahead for the University, the Positiveness displayed is most encouraging, and we will continue to strive to make Blended Learning via the employ of Blackboard as the LMS a norm.

2.  Introduction
Definitions and literature review (brief)
Theoretical Framework
 Hypotheses
 Pilot Test
 Demographic Data of Respondents
 Preliminary Analysis
 Hypotheses Testing
 Findings
 Contributions

3. -Chapter ONE Introduction

4. -Chapter TWO Literature Review

5. -Chapter TWO Literature Review

6. Design
Interface
External
Support
System
Interaction
Perceived
Usefulness
Willing to
use
Educational
Level
H0: There is no relationship between these 6 variables.
H1: There is a positive relationship between design of interface and Perceived usefulness.
H2: There is a positive relationship between External technology support and variable
Perceived usefulness.
H3: There is a positive relationship between system interaction and Perceived usefulness.
H4: Perceived usefulness influence positively the variable of willingness to use.
H5: Educational level has a positive relationship between the
perceived usefulness variable and the dependent variable.
H1
H2
H3
H4
H5

7. Demographic Data of RespondentsDemographic Data of Respondents
TOTAL Respondents: 212
 61.4% of respondents access BB more
than once a week!
 29.2% access BB at least once a week
 Only 9.4% do not access every week

8. Most Commonly Accessed BB Functions

9. nner Model Evaluation
T-value and P-value are used to evaluate the path
relationship (Hair et al., 2014). Based on the table, it
shows the hypothesis results. The four hypotheses
(H1, H2, H3, H4) are all significant, which means the
IVs and DV in this construct have a positive
significant relationship. So, Hypothesis 1, 2, 3, 4 are
all supported.
Based on the multigroup analysis, all P Values
are more than 5%. So, for the construct, the
relationships between 4 independent variables
(Design interface, External support, System
interaction and Perceived Usefulness) and 1
dependent variable (willing to use) are not
significant for different educational levels. It
means moderating variable, education level
does not influence the relationships of other
variables in terms of the Design interface,
External support, System interaction ,
Perceived Usefulness and willing to use.
Therefore, Hypothesis 5 is not supported.

10. Chi -Square TestChi -Square Test
Sig.=0.35. Results are significant at the 5% level. The students who are in the master level use
Blackboard more frequently per day. This seems to indicate that the higher degree students have
use Blackboard almost every day. Other two test’s result are not significant , which means the
educational level variable does not have influence on favorite functions and desired functions for
this construct.

11. Findings and DiscussionFindings and Discussion
 Blackboard as a LMS in INTI University, Nilai, Malaysia is widely used by most of
students. But the research also found few potential problems when measuring the
acceptance level. For example, having clearer regulations or instructions will
increase the level of acceptance which form part of the External Support element
 Specific functions, such as submission of assignments and discussions are widely
accepted by INTI students when using BB. These functions have strong influence on the
students’ acceptance of Blackboard
New functions were suggested such as online payment, college
community sharing, subject enrollment and application for study overseas and so
forth to broaden the functionality as well as to integrate existing system into BB
 Master students are more likely to use Blackboard. One of the important reason
might be that the higher academic level which needs to do much research work
online, hence, the online learning skills are already developed

12. Other Supporting Data
• > 60% of students enrolled at INTI International
University, Nilai, Malaysia are currently actively using BB
as a LMS in one way of another
• > 3 assessment tools are being adopted for delivery via
BB at specific Faculty
• BB is generally being used consistently for CMS (content
management system) at various Faculty, but more is
required to fully allow students to adopt BB as a LMS

13. roblems and Recommendationsroblems and Recommendations
First, improving the interface
design, make the software
interface and layout more rational
and simpler. Meanwhile, put some
personalized elements on layout,
such as show user’s nationality,
the detailed information of the
class the user enrolled to allow
users to feel the feelings of
exclusive interface.
Secondly, by necessary measures
to improve the operating speed,
such as increasing network
bandwidth, update software and
servers, etc.
Third, to organize Blackboard function training for new
student each semester, the training activity can help
them to use Blackboard skillfully as soon as possible.
Finally, researching and developing more functions of
online learning, such as online lectures, online
presentation and discussion, etc. The convenient
learning mode and abundant academic resources
should be reflected by these new innovative teaching
activities
Students WANT to use Blackboard
to support learning, but needs
enhancement to improve the
acceptance and willingness level

14. THANK YOUTHANK YOU