Qualitative Research Methods: Submitted To The

A Qualitative Study on Teachers’ Perceptions & Practices
Towards the Quality of Online Education Through

Blackboard Collaborate: A Phenomenological Study on a
Private Sector University of Karachi, Pakistan.
QUALITATIVE RESEARCH METHODS
Submitted to the
IQRA UNIVERSITY
In partial fulfillment of the requirement for the Degree of

Masters of Business Administration
By
Ali Mustaqeem 19518

Bushra Qamar 11751
Muhammad Nabeel 12101
Muhammad Nabeel Malik 12002
Muhammad Shahzaman 12143
Syed Umair Ali 10718
Wajiha Hamid 12853
SUPERVISOR
Muhammad Younis Farid &

Bushra Shahzad Khan
Assistant Professor,
Iqra University, North Campus.
Teachers’ Perceptions & Practices Towards the Quality of Online Education Through Blackboard Collaborate
TABLE OF CONTENT
ABSTRACT.........................................................................................................................................III
SECTION 1...........................................................................................................................................1
INTRODUCTION.................................................................................................................................1
1.1 BACKGROUND OF THE STUDY................................................................................................2
1.2 PROBLEM STATEMENT..............................................................................................................3
1.3 RESEARCH QUESTIONS.............................................................................................................4
1.4 DELIMITATIONS/ SCOPE............................................................................................................5
1.5 ORGANIZATION OF THE STUDY..............................................................................................5
SECTION 2...........................................................................................................................................6
LITERATURE REVIEW......................................................................................................................6
2.1 ONLINE EDUCATION & ONLINE TEACHING MODES...........................................................7
2.2 ONLINE EDUCATION & ONLINE MODE OF TEACHING VIA BLACKBOARD
COLLABORATE..................................................................................................................................7
2.3 TEACHER’S PERCEPTION REGARDING ONLINE MODE OF TEACHING VIA
BLACKBOARD COLLABORATE......................................................................................................7
2.4 TEACHER’S PRACTICES REGARDING ONLINE MODE OF TEACHING VIA
BLACKBOARD COLLABORATE......................................................................................................7
2.5 SUMMARY OF LITERATURE REVIEW.....................................................................................8
SECTION 3.........................................................................................................................................13
RESEARCH METHODOLOGY.........................................................................................................13
3.1 RESEARCH APPROACH AND DESIGN...................................................................................14
3.2 RESEARCH CONTEXT...............................................................................................................14
3.3 PARTICIPANTS’ DETAILS........................................................................................................14
3.4 DATA COLLECTION..................................................................................................................15
3.5 DATA ANALYSIS TECHNIQUE (S)..........................................................................................15
3.6 SAMPLING SIZE AND TECHNIQUES......................................................................................16
3.7 ETHICAL CONSIDERATION.....................................................................................................17
REFERENCES....................................................................................................................................18
APPENDIX A.....................................................................................................................................20
QUESTIONNAIRE PROTOCOL.......................................................................................................20
APPENDIX B......................................................................................................................................21
QUESTIONNAIRE.............................................................................................................................21
APPENDIX C......................................................................................................................................24
CLASSROOM OBSERVATION CHECKLIST.................................................................................24
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ABSTRACT
PURPOSE: From the last decade the online education system has been grown rapidly.
Universities around the world have already been adopting the online mode of learning by
delivering online lectures and course materials. It has been found more flexible way to cater
to the large student population. Therefore, the aim of this study is to describe and investigate
the perception and practices of teachers of private sector university towards the quality of
online education through Blackboard Collaborate.
METHODOLOGY: This study follows qualitative approach. The research design adopted is
Phenomenology. Data were collected through semi-structured questionnaire and classroom
observations that were developed by researchers themselves. To ensured validation of the
tool by sending the tools to two experts. Purposive sampling technique was used, identify 6
teachers who teach Online Education through Blackboard Collaborate whereas convenience
sampling was used for classroom observation. Data were analyzed through thematic analysis
for which Saldana’s (2009) model was used. The thematic analysis was carried out in
NVIVO 12 Pro.
IMPLICATION: The findings of this study can provide educational stakeholders with
knowledge and facts necessary to further develop and support teachers in implementing
Online Education system. The research adds to the educational body of knowledge by
identifying teacher perceptions of supports and barriers.
KEYWORDS: COVID-19, Online learning, online teaching, teacher’s perception,
teacher’s practices, Blackboard collaborate.
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SECTION 1
INTRODUCTION
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1.1 BACKGROUND OF THE STUDY
From the last decade, with the evolution of technology, the online education system has been
grown rapidly. Universities around the world have already been adopting the online mode of
learning by delivering online lectures and course materials. It has been found to be a more
flexible way to cater to the large student population [ CITATION Che20 \l 1033 ]. After the onset of
the pandemic of COVID-19, WHO (World Health Organization) has been suggested the most
preferred way minimize the chances of occurrence of novel coronavirus and keep ourselves
unaffected is to follow the SOPs and be in our respective territories [ CITATION Mis20 \l 1033 ].
That is why the most common buzzword nowadays is ‘lockdown’. Everyone around the world
has instructed them to be in their homes and make physical contact as least as possible.
Businesses, Offices, as well as educational institutes, have been shut-down, and people have
started to work and learn from their homes [ CITATION Nie20 \l 1033 ] . Roughly, 1.5 Billion
students and children can't go to class in 2020, which is around 87% of the number of population
of the earth [ CITATION UNE20 \l 1033 ], as the pandemic spreads, higher educational institutes,
such as universities, have started to rethink and re-design their educational system, and the most
feasible solution for them is to make a shift toward online teaching or e-learning [ CITATION Kor20
\l 1033 ].
Asynchronous, Synchronous are the two most common modes of e-learning and online teaching [
CITATION Hou15 \l 1033 ] . In Asynchronous, teachers provide all learning material (including
lectures guide, tutorials) and make them available offline, where students can interact with
teachers through discussion forums. On the other hand, in Synchronous mode, both the students
and the teachers can interact with each other in real-time by video-conferencing through e-
learning management system (LMS), such as Blackboard [ CITATION Che20 \l 1033 ]. The most
used platform that embedded all the essential elements of LMS is Blackboard Collaborate. It
allows teachers to conduct real-time virtual classroom sessions by presenting lectures through
sharing PowerPoint presentations, as well as offer two-way audio and video conferencing.
Students can easily communicate with teachers as well as with peers same as if they conduct
face-to-face on-campus lectures [ CITATION Fra19 \l 1033 ] . Our study is based on the experiences
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that teachers made while using Blackboard Collaborate (BC). BC offers a synchronous mode of
learning via a virtual classroom experience. It has various features that enable a healthy two-way
interaction between students and teachers, having both audio and video options, editable
whiteboard, screen sharing, file sharing, instant chat-rooms, discussion forum, and hand-raise
option [ CITATION Bla19 \l 1033 ].
While conducting the synchronous online sessions, requires teachers to do proper preparation
and careful planning to deliver quality lectures [ CITATION Wdo14 \l 1033 ]. For maintaining the
lectures’ quality, it needs necessary training and guidance for the Blackboard usage, this training
has a great impact on the handling of the application, and communication between the teachers
and students[ CITATION Lyn14 \l 1033 ]. Along with this, teachers have the pressure of multi-
tasking; they have been facing technical issues and making rapid solutions to these problems on-
the-spot while delivering lectures. Also, they have to make rapid replies to the students in the
chatroom and read all the (necessary/ unnecessary) messages during the explanation of the
course content [ CITATION Bow14 \l 1033 ].
Beside all the technical issues, and internet problems, Blackboard Collaborate allows teachers to
reduce their distance with the students, and they can feel the F2F (face-to-face) feel via
synchronous delivery of lecture on Blackboard [ CITATION Fra19 \l 1033 ] . Teachers can make
themselves involved and engaging during Blackboard session but it makes difficult for them to
make students engage during whole lecture. It requires extra skills and strategies that teachers
need to made in order to engage the interest of their students [ CITATION Kil19 \l 1033 ] . Several
studies show that, the complexity of socio-effectiveness and engagement of students during the
delivery of lectures on Blackboard Collaborate is far more important than the lecture content and
technical issues. Also, the effectiveness of lecture delivery is more depending upon the strategies
that teachers have made for keeping students engaged [ CITATION PAE18 \l 1033 ].
1.2 PROBLEM STATEMENT
After the thorough study on our selected topic, there is a gap lies in the qualitative studies, as we
could not find any study on the university teachers of private sector of Karachi. Since as it has
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been discussed above, there is an importance of the perception of teachers regarding online
education, it has been recognized as the prominent factor in making policies and amendments in
the online education system of Pakistan. Mostly, the studies have conducted on the developed
countries like UK, USA, Australia[ CITATION Hou15 \l 1033 ]. However, only few studies have
conducted in developing countries, in which there no study available that shows the perception
of university teachers towards the quality of online education through Blackboard Collaborate.
Therefore, the aim of this study is to describe and investigate the perception of teachers of
private sector university towards the quality of online education through Blackboard Collaborate.
Further, it investigates about the essential training, they need to have, along with the challenges,
the response measure, and strategies that teachers made in order to maintain the quality of
education during online lecture delivery through Blackboard Collaborate.
This study also examined teachers’ perceptions towards the quality of online education and how
supports and barriers impact teacher perceptions of the use of technology in the educational
environment. The primary research objective of this study was to understand teachers’
perceptions of their teacher practices. The practical purpose was to hear from teachers about their
perceived changes.
1.3 RESEARCH QUESTIONS
What is your perception towards the quality of online education through Blackboard
Collaborate? This is the central (broad) question of our study.
(i) How would you define the quality online education? (ii) What impact does an effective
teaching practice have on students? (iii) What indicators of quality have you observed and
utilized in an online education through Blackboard Collaborate? (vi) What impact do indicators
of quality have on students? (v) what essential training you need to have, while conducting
online teaching through Blackboard Collaborate? (vi) what are the challenges you faced during
online lecture delivery through Blackboard Collaborate? (vii) what strategies you made in order
to maintain the quality of education during online lecture delivery through Blackboard
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Collaborate? These are the sub-questions of our research. We will add more questions as the
study starts and proceeds in order to obtain more clarity in our topic.
1.4 DELIMITATIONS/ SCOPE
In the current scenario of the study, we want to focus on all the elements that highlighted by our
respondents regarding quality of online education through Blackboard Collaborate. Our study
evaluates the perception and practices of teachers that the made in order to maintain the quality
of education during online lecture delivery through Blackboard Collaborate. This information
could be used as a resource for educational bodies and universities administrations in developing
policy. It is the study’s goal to establish a resource upon which universities can base their
decision on whether to adopt online education, and to develop themes for successful
implementation.
The findings of this study can provide educational stakeholders with knowledge and facts
necessary to further develop and support teachers in implementing Online Education system. The
research adds to the educational body of knowledge by identifying teacher perceptions of
supports and barriers. Other researchers can further take this study towards different sectors
adopting large samples and population for generalization. This study will be based on a small
sample from only one private sector university because of limited time, budget and other
resources. however, it entails an in-depth analysis of the teachers’ perceptions & practices
towards the quality of online education through Blackboard Collaborate.
1.5 ORGANIZATION OF THE STUDY
This research will represent the detailed discussion about the teachers’ perceptions & practices
towards the quality of online education and analyses the importance of Blackboard Collaborate
as a measure to deliver the quality online education. The rest of the study is sorted out as
follows: this section will give a presentation about problem, objectives, questions, scope, and
related investigation. The subsequent section will clarify the discussion of previous articles and
theories that clarifies the teachers’ perceptions & practices and online education and Blackboard
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Collaborate. The third section will introduce the methodological structure that portrays Research
Approach, Design, Population, Data Collection, and factors.
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SECTION 2
LITERATURE REVIEW
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2.1 ONLINE EDUCATION & ONLINE TEACHING MODES

The importance of online learning as the last decade's new pedagogical mode in higher education
is evident in the number of studies that examine its value to learners, particularly through the
widespread use of computer conferencing (Stephenson, 2001, Fisher, Phelps & Ellis, 2000,
Salmon, 2000, Anderson, 2004). The argument for the newer mode of learning has been
strengthened by research contrasting online learning with face-to-face learning, although data has
been collected to demonstrate its usefulness. When online learning first appeared in the late
1980s and gained traction in the 1990s, the potential for collaborative learning and mutual
support among students within the online environment was recognized early on. The greatest
strength of online education is its capacity to promote interaction and the strength of computer-
mediated communication potential for group activity. With the mediation of computer
communication, the social, affective and cognitive advantages of peer participation and
cooperation, which had previously only been available in face-to-face contexts, could be
developed with distance education students.
2.2 ONLINE EDUCATION & ONLINE MODE OF TEACHING VIA

BLACKBOARD COLLABORATE
In all facets of human life, recent developments in technology have led to major changes. With
the usability of Information technologies have gained rapid acceleration from the Internet and the
growth of numerous different technologies. Since then, groundbreaking instruments have
influenced the field of education. Being one of these recent contributions. Blackboard
Collaborate 'offers multiple opportunities for teachers and learners to improve technologies. In
cyberspace, talk and research where they can exceed the time and space constraints. It's been
acting as an API for immersive learning for teachers and learners all over the world. The term
'Blackboard Collaborate' has been defined by many researchers. For example, while Kashghari
and Asseel (2014: 36) look upon 'Blackboard Collaborate' as "one of the most popular course
management systems for classroom and online educational assistance", Alelaiwi and Hossain
(2015) consider it as an e-learning delivery tool which can be used as an e-learning platform
and/or as supplementary tool for traditional teaching and learning.
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2.3 TEACHER’S PERCEPTION REGARDING ONLINE MODE OF

TEACHING VIA BLACKBOARD COLLABORATE
Julian chengchiang chen, toni tobinson and sarah cent in 2019 studied the Teacher’s perceptions
and experiences of blackboard collaborate as a distance learning and teaching tool via open
universities Australia (OUA). Research focused on Australia as it has never been done for it and
investigates effectiveness of Blackboard for the lecturers who convey their lectures online, the
problems and difficulties faced by teachers in Australian university and the impact of blackboard
for online teaching. This study was the combination of both qualitative and quantitative research
method but data was majorly collected in qualitative manner and for the purpose questionnaire
was developed, first part was comprised of closed-ended questions while other contained open-
ended questions such as interview questions. Only 7 participants were in the sample for
collecting data of both qualitative and quantitative research. Thematic analysis was done for the
qualitative data while descriptive statistical approach was used for quantitative data. The data
acknowledged both positive and negative responses of online teaching through blackboard so it
can be said blackboard is capable of both.
2.4 TEACHER’S PRACTICES REGARDING ONLINE MODE OF

TEACHING VIA BLACKBOARD COLLABORATE
Online learning, by nature, changes the way teaching responsibilities are performed. Building on
previous research, Anderson et al. (2001) suggested three categories for online teachers’ roles to
ensure teaching presence: instructional design and organization, facilitating discourse, and direct
instruction. Teaching presence is defined as ‘the design, facilitation, and direct instruction of
cognitive and social processes for the purpose of realizing personally meaningful and
educationally worthwhile learning outcomes’ (Anderson et al., 2001, p. 5). Research has found
that teaching presence is a significant predictor of students’ perceptions of learning, satisfaction,
and sense of community (Gorsky & Blau, 2009; LaPointe & Gunawardena, 2004; Russo &
Benson, 2005). Although teaching presence is considered to be what the teacher does to create a
community of inquiry with social and cognitive presence, all participants within the online
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learning environment can also contribute to teaching presence by sharing the facilitation
responsibilities (Baran & Correia, 2009).
In an effort to define online teaching roles and competencies, a group of researchers and
practitioners described the main roles of online teachers: process facilitator, advisor/counselor,
assessor, researcher, content facilitator, technologist, designer, and manager/administrator
(Goodyear et al., 2001). Adopting these roles and looking at the perceptions of online mentors,
Aydin (2005) identified additional roles, such as content expert, instructional designer, and
materials producer. More recent research (e.g., Bawane & Spector, 2009) clarified the following
online teacher roles emerging from the literature: professional, pedagogical, social, evaluator,
administrator, technologist, advisor/counselor, and researcher. The results of Bawane and
Spector’s study indicated that the pedagogical role was the highestranked role, followed by
professional, evaluator, social facilitator, technologist, advisor, administrator, and researcher
roles.
2.5 SUMMARY OF LITERATURE REVIEW

STUDENT’S AND TEACHER’S PERCEPTIONS IN A HIGH SCHOL DURING
COVID19 PANDEMIC
Hannele Marjatta Niemi and Päivi Kousa in 2020 studied the perception of tutors and pupils in
Finland during the coronavirus pandemic as teaching was shifted towards online for two months
so the study focuses on the likes of teachers and students of that time. The participants were
varying from fifty six o seventy two and teachers were nine to fifteen. It was combined
qualitative and quantitative research and the information collected were examined by descriptive
approach, cluster analysis and content analysis. The results were both in favor for closed-ended
survey while open cluster analysis showed the difficulties of students about too much homework
and stress due to fatigue, some of them had lost their motivation to study. The main problem for
teachers in online teaching is the interaction quality through technology or different platforms.
Teachers were unable to understand student’s queries of homework
EDUCATORS PERCEPTION’S ON ONLINE LEARNING
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Güneş Korkmaz and Çetin Toraman in 2020 has studied the perceptions of educators or teachers
for online teaching due to this coronavirus almost everything had affected but mostly educational
issue was affected more than others. Study was conducted to investigate the issues faced by the
teachers in online teaching during pandemic situation. There were one thousand and sixteen
teachers are participants for the research. Quantitative research was conducted for the research.
Online questionnaire was prepared and used for data collection, descriptive statistics was used
for the results. The results from the information gathered showed negative results for online
teaching and suggested to take different measures for future. In last recommendations were given
for educational department making different policies.
TEACHER’S PERCEPTION OF LARGE-SCALE ONLINE TEACHING
Xiaozhe Yang IN 2020 studied the teacher’s perception of large-scale online teaching due to
covid19 pandemic situation. Despite of the disease spreading fast in China the Ministry of
education in China asked their schools to find a solution for the teaching outbreak due to the
disease and online teaching was started despite suspension of physical ones. Quantitative
research was done and for data collection an online questionnaire was developed that was
circulated in 23 provinces and cities in China that included Beijing, Hubei, shanghai, Zhejiang,
henan etc. with this fifteen thousand four hundred and thirty eight participants the valid data was
collected and studied. Among those 15,438 participants 61.67% (nine thousand five hundred and
thirty four) were male and 38.24% (five thousand nine hundred and four) were female. Among
all of them 2.55%, 12.70%, 33.13% and 51.62% were kindergarten educators, primary educators,
junior high school educators and senior high school educators respectively. The results of
participants showed that most of the teachers or educators were in favor of online teaching to
prevent disease and an initiative to fight against the COVID issue. They started to train their
teachers for online teaching and different applications/platforms for that. Chinese teachers were
positive for the effects on online learning and this study could be the reference for different
countries as they will set counter measures for the problems in the future.
TEACHERS PERCEPTION IN ONLINE COURSES
CHIN-HSIN LIN and BINBIN ZHENG in 2015 studied the perception of teachers in online
courses. Language courses were taught online so there was a change observed in online classes
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then in traditional class rooms. Research was conducted in both Qualitative and quantitative
manner at the end of their spring semester. Chinese, Spanish, French, German and Japanese
languages were taught online. According to the study they invited 33 teachers to contribute in the
research but only 19 responded. Seven participants from Chinese and Spanish each from French
three and German and Japanese 1 Participant each. To investigate the attitude of educators
towards online language education, their interaction with the students in the virtual environment
and their overall observation of changing the environment from physical classes to online virtual
system a structured interview protocol of teacher was developed. All 19 were invited for
interviews for about 60 minutes each but only 8 were agreed so their interviews were recorded as
data for analysis later. Analysis of both qualitative and quantitative research, Stata13 software
was used for quantitative analysis while NVivo was used for Qualitative analysis. Descriptive
analysis and exploratory factor analysis were used for investigating the data.
Results have some negativity related to insufficient or lack of content in online and was difficult
to convey knowledge and engaging students according to the teachers it is hard then in face-to-
face classes study was limited as number of teachers where less so sample size was small as well,
they were all teaching language subject so the research may get extension for different area of
study
TEACHER PERCEPTIONS OF EFFECTIVE COMMUNICATION TOOLS, REQUIRED

SKILLS AND CHALLENGES OF ONLINE TEACHING
Liesbeth De Paepe, Chang Zhu, and Koen Depryck in 2018 studies the perception of teachers
regarding communication tools, required skills and challenges for online teaching. Research was
conducted in qualitative manner and for that in-depth interview was conducted from 2 teachers
one was instructional designer and other was online Dutch tutor for the study. Main topic of
interview was their perception about tools for communication in online learning practice both
(asynchronous and synchronous). The interview was comprised of open-ended and was semi-
structured that lasts for 45 minutes. The results for usefulness of tools of communication
concluded that teachers found barriers while interacting with students, study showed positive
responses of teachers for required skills. This study provides in-depth data about what it required
for the online tutors to design the courses.
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FACULTY PERCEPTIONS OF ONLINE TEACHING EFFECTIVENESS AND

INDICATORS OF QUALITY
Christine Frazer, Debra Henline Sullivan, Deborah Weatherspoon, and Leslie Hussey in 2017
studied the teacher’s perceptions of online teaching and its quality. This paper focused on
nursing teachers for an online program and for the study semi-structured format of interview was
formed to learn about the perception for asynchronous online environment. The sample size was
11 that consisted of nurses teaching in online university of having fifteen years of teaching
experience in physical classes and almost six years in virtual environment. Usefulness and
quality indicators of teachers as well as accomplishment of students were emphasized for data
analysis. To analyze the teacher’s perceptions of usefulness in virtual environment a focus group
method was used as qualitative study and data collection from different participants of the study.
Purposive sampling was done and participants in sample were split in 2 different groups basing
on their availability. Data was collected via teleconference, InterCall and for backup all were
recorded. Interview format was semi-structured. Constant comparison analysis technique used
for data analysis for the study. The results were positive and in favor of online teaching more
over results showed teacher’s perception on the quality of outcomes due to online teaching
methods.
TEACHER’S PERCEPTION ON ONLINE LEARNING IN COVID’19
Deepika Nambiar in 2020 studied tutor’s and student’s perception of online learning in the
pandemic situation. Due to this pandemic situation there is a drastic change in learning
environment from face to face to online classes this study emphasized on the teachers and
students of college and universities in India for online classes. For the study seventy tutors and
four hundred and seven pupils from universities and colleges of Bangalore city was taken as
sample. For the collection of data method of online survey was used. 2 Surveys were prepared
using Google forms and was visible or two weeks for the participants some were open-ended and
some were closed-ended questions. For Data analysis descriptive approach was used. The results
were negative and not in favor of online classes by the 86% of the teachers i.e. teachers preferred
physical classes than the online classes according to them it is difficult to engage students in
online classes and was easy to engage them in traditional classes. Whereas students gives some
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consideration for colleges and universities to provide all necessary training to the teaching staff
before promoting online education for the successful implementation. This research was limited
because of small sample size. The assessment of both were intelligent and steady of each other.
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SECTION 3
RESEARCH METHODOLOGY
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This part of the study comprises of the all strategies and methods used as a part of this project to
complete efficient examination with a specific end goal in order to build up facts and achieve the
conclusions. It begins with describing the process of research, design, philosophy and strategy.
Further, it explains the sampling and data collection methods and finally it ends with pilot testing
and data quality issues like reliability, validity and generalizability.
3.1 RESEARCH APPROACH AND DESIGN
This study is based on Qualitative approach which suggests strategies and techniques for
exploring questions about social and psychological life, and real world (Robson, 2011). This type
of research can also be described as an effective approach that occurs in a natural setting that
enables the researcher to develop a detail level from being highly involved in the actual
experiences (Creswell, 2003).Creswell (2009) stated that, qualitative approach underline in-depth
study and helps us to explore, use rich subjective perception and practices of teachers towards
the quality of online education through blackboard collaborate. However this study follows
Phenomenology research design that aims to investigate and explain the richness of content in
human complexities (Lichtman, Denzin & Lincoln, 2008). According to Ponce, (2014) &
Creswell, (2013), phenomenology refers to an educational qualitative based on
phenomenological research design as this study focus on teachers’ personal experiences that
gave their perception towards the quality of online education through blackboard collaborate.
This design allows for intentionally gaining understanding of the teachers and it investigating
conscious experience such as judgments, perception, and emotions. It is flexible approach and
helps to gain subjective point of view.
3.2 RESEARCH CONTEXT

This study will be conducted in a private sector University of Karachi, Pakistan. The focus of
the study will be on the practices and perceptions of the teachers who are teaching quality of
online education through Blackboard Collaborate. How according to them Blackboard
Collaborate is, what challenges they face during teaching through blackboard, how they tackle
those challenges, what strategies they use to keep them motivated and their students.
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3.3 PARTICIPANTS’ DETAILS

This study follows purposive sampling method which is one of the nonprobability sampling
methods. Using the purposive sampling, researchers determine the major characteristics of the
people who will form the population and reach the participants who match these characteristics.
Based on the researcher's knowledge about the population, the individuals (subjects) who can
provide the best information for the purpose of the research are selected. (Christensen, Johnson,
& Turner, 2014; McMillan & Schumacher, 2014). The most important criterion for the inclusion
of individuals into the study is that “they are teachers who teach quality of online education
through Blackboard Collaborate”, regardless of the program they are teaching. The research will
be carried out by observing 4 classrooms and providing semi structured questionnaires to 6
private sector teachers of Karachi Pakistan.
3.4 DATA COLLECTION
Data collection methods played an important role in research methodology. The focus of this
study will be on two instruments: questionnaire and observation. Questionnaire that is widely
used to collect information and may be self-administered which include demographics question
in addition to reliable and valid research instrument (Brid, 2009). Semi- Structured Questionnaire
will be provided to 6 teachers who teach online through blackboard collaborate. It will be
comprised of a series of 11 open-ended questions. Questionnaire helped to explore the perception
of teachers towards the quality of online education through blackboard collaborate. Another
instrument will be classroom observation, it is a method of collecting data about observing
teaching practice in classroom as it unfolds in real time setting, with the observer or analyst
taking notes and/or coding instructional behaviors in the classroom (Pianta, et.al, 2007).
Moreover Classroom Observation will be comprised of a series of 6 questions which would help
to explore the practices of teachers towards the quality of online education through blackboard
collaborate.
3.5 DATA ANALYSIS TECHNIQUE (S)
Data analysis is a stage that includes a number of elements. At the most evident level, it might be
taken to mean the application of statistical techniques to the data that have been collected
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(Bryman, 2012). This study will follow the thematic analysis. Braun and Clarke, (2006) define
thematic analysis as: “A method for identifying, analyzing and reporting patterns within data.”
(p. 79). Moreover they state that thematic analysis is an initial method of analysis that needed to
be defined and described to solidify its place in qualitative research. This method has identified,
codified, and transcribed the meaning through the context of the data. In this study NVIVO 11
should be used for data analysis NVIVO is a qualitative data analysis (QDA) computer software
package produced by QSR International. This software allows users to categorize, sort and
arrange information; examine relationships in the data; and combine analysis with linking,
shaping, searching and modeling. In qualitative research, there is recognition of relevant reality,
until human knowledge is involved which is intervene in intuitive experiences which concern
with the social and the historical context. With the analysis of qualitative certain component has
been followed by the software to analyses the data.
This study has adopted the thematic analysis model of Saldana (2009). In the first step
codification was done. Saldana (2013) states that, a code in qualitative analysis is most often a
word or short phrase that symbolically assigns a summative, salient, essence capturing, and
evocative attribute for a portion of language-based or visual data’. After developing codes
similar codes were clustered together according to the pattern, they actively facilitate the
development of categories and thus analysis of their connections.’ (Saldana, 2013: 8). After
clustering the relevant codes categories were made and subcategories were made where required.
In the next stage recoding or rechecking is done to ensure reliability of the research, in the final
stage categories were converted into themes and concepts. These themes were concerning with
the research questions that provided the initial point of the research, as well as with the literature
review linking to retirement and with the theoretical ideas to illuminate the problem. Through
this process: the data were being managed, in that the transcripts are being made more
manageable than they would be; making sense of the data through coding the transcripts; and the
data are being interpreted.
Figure 1: Saldana's thematic model (2009)
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3.6 SAMPLING SIZE AND TECHNIQUES
Research sampling size and techniques is well designated as it will provides best opportunity to
identify the sample in more generalize way. Moreover it will provides impressive way in
establishing an understanding on issue relating to human behavior. In this study, six teachers will
be selected for the administration of the questionnaire through purposive sampling technique
who teaches quality of online education through blackboard collaborate. It is also called as non-
probability sampling. Ritchie et al., (2003) define this sampling approach as a strategy where
“members of a sample are chosen with a purpose to represent a location or type in relation to the
criterion” (p. 77). Furthermore Miles and Huberman (1994) stated, the basic benefit of purposive
sampling is that it helps us to analyze and describe the limitation of the population that is
intended to be studied at Teachers’ Perceptions & Practices towards the Quality of Online
Education through Blackboard Collaborate. This technique of sampling will help us to reach our
target sampling quickly because all the participants are matched with the criteria of our study.
The criteria of purposive sampling will be that, teachers who teaches online through blackboard.
As the time and resources for the research is limited so it will be most suitable. Sample
continuesly will be select untill we reach the approximate number. Questionnaire will be filled
by employees directly or we send our questionnaire through emails or other networking sites.
However four classes will be observed as per the convenience sampling since these will be the
classes where quality of online education will be taught through blackboard collaborate.
QRM REPORT 19
3.7 ETHICAL CONSIDERATION
According to Steffen (2016), literal meaning of ethics is the study of principles and how we
should to live our lives. In research, ethics helps to determine differences between acceptable and
unacceptable behavior on the part of the research. Ethical principle rely on three aspects of the
research findings; integrity, reliability and validity of research. Research ethics is an important
part of qualitative research as it primarily deals with interaction between researcher and the
people they study. The ethnical challenges emerged in this qualitative research will be that all
respondents will be informed about the goals of the study and what we wanted to achieve.
Moreover developing consent for observation and questionnaire for, addressing risk, ethnical
confidentiality, coding and respondent’s availability and cooperation. In this study, all the
information been collected and treated in strictest confidential manner and neither the institution
nor will individual learners be identifiable in any reports that will be written. Participants will
have the choice to withdraw from the study at any time without penalty. Consent will also be
taken from the participants. Lastly during the disseminating of findings special attention is to be
paid to accuracy, and there will be no biasness about any opinion.
REFERENCES
Chen, J. C., Dobinson, T., & Kent, S. (2020, October). Lecturers’ perceptions and experiences of
Blackboard Collaborate as a distance learning and teaching tool via Open Universities Australia
(OUA). (D. a.-L. Open Learning: The Journal of Open, Ed.) Open Learning: The Journal of
Open, Distance and e-Learning, 35(3), 222-235.
doi:https://doi.org/10.1080/02680513.2019.1688654
Blackboard. (2019). Blackboard help. Retrieved from Blackboard:

https://help.blackboard.com/Learn/Administrator/Hosting/Release_Notes/Understanding_the_Ch
anges/Feature_Comparison_Across_Learn_Releases/Q2_2019_Features
Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented reality in
Education — Cases, places, and potentials. Educational Media International.
QRM REPORT 20
Francescucci, A., & Rohani, L. (2019). Exclusively Synchronous Online (VIRI) Learning: The
Impact on Student Performance and Engagement Outcomes. Journal of Marketing Education,
4(2), 60-69. doi:https://doi.org/10.1177/0273475318818864
Hou, H. (2015). What makes an online community of practice work? A situated study of Chinese
student teachers’ perceptions of online professional learning. Teaching and Teacher Education,
6-16.
Kilpatrick, David, Joshi, Malatesha, R., Wagner, & Richard , K. (2019). Reading Development
and Difficulties: Bridging the Gap Between Research and Practice. Switzerland: Springer
CHam. doi:https://doi.org/10.1007/978-3-030-26550-2
Korkmaz, G., & Toraman, Ç. (2020). Are We Ready for the Post-COVID-19 Educational
Practice? An Investigation into What Educators Think as to Online Learning. International
Journal of Technology in Education and Science, 293-309.
Lynch, L. C. (2014). Blending online asynchronous and synchronous learning. The International
Review of Research in Open and Distributed Learning, 15-22.
Mishra, L., Gupta, T., & Shree, A. (2020, September 3). Online teaching-learning in higher
education during lockdown period of COVID-19 pandemic. International Journal of
Educational Research Open, 2666-3740. doi:https://doi.org/10.1016/j.ijedro.2020.100012
Niemi, H. M., & Kousa, P. (2020, September 1). A Case Study of Students’ and Teachers’
Perceptions in a Finnish HighSchool during the COVID Pandemic. International Journal of
Technology in Education and Science, 4(4), 352-369.
PAEPE, L. D., ZHU, C., & DEPRYCK, K. (2018). Online Language Teaching: Teacher
Perceptions of Effective Communication Tools, Required Skills and Challenges of Online
Teaching. Jl. of Interactive Learning Research, 29(1), 129-142.
UNESCO. (2020). GEM Report: INCLUSION AND EDUCATION.
QRM REPORT 21
Wdowik, S. (2014). Using a synchronous online learning environment to promote and enhance
transactional engagement beyond the classroom. Campus-Wide Information Systems, 31.
doi:10.1108/CWIS-10-2013-0057.
Wicks, D. (2017). The coding manual for qualitative researchers. Qualitative research in
organizations and management: an international journal.
Yang, X. (2020). Teachers’ Perceptions of Large-Scale Online Teaching as an Epidemic

Prevention and Control Strategy in China. ECNU Review of Education, 2096531120922244.
Evrim Baran , Ana-Paula Correia & Ann Thompson (2011) Transforming online teaching
practice: critical analysis of the literature on the roles and competencies of online teachers,
Distance Education, 32:3, 421-439, DOI: 10.1080/01587919.2011.610293
QRM REPORT 22
APPENDIX A
QUESTIONNAIRE PROTOCOL
Ali Mustaqeem 19518
Bushra Qamar (Group Leader) 11751
Muhammad Nabeel Malik 12002
Group Members Muhammad Nabeel 12101
Muhammad Shahzaman 12143
Syed Umair Ali 10718
Wajiha Hamid 12853
A Qualitative Study on Teachers’ Perceptions & Practices of a

Study Title Private Sector University towards the Quality of Online Education
through Blackboard Collaborate.
Time 12pm – 4pm
Date 10- Jan-2021
Place A Private Sector University
Interviewer Group members mention above
Interviewee Teachers who teach through Blackboard Collaborate
QRM REPORT 23
APPENDIX B
QUESTIONNAIRE
Dear Participants,
Please answer the following questions in detail. Your response will remain confidential. Your
participation will be taken as your consent.
SECTION A
Name (Optional):
_______________________________________________________________
Designation: ___________________________________________________________________
Qualification: __________________________________________________________________
Any Specialized Training/Diploma:

_________________________________________________
Experience of teaching (in years):

___________________________________________________
Gender: Male Female
SECTION B
Q1: Is online education better than traditional classroom method?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Q2: What is your perception about online learning?
QRM REPORT 24
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Q3: What are the challenges you faced during online lecture delivery through Blackboard
Collaborate?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Q4: How these challenges can be tackled?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Q5: What strategies you made in order to maintain the quality of education during online lecture
delivery through Blackboard Collaborate?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Q6: What are the advantages of teaching online lecture delivery through Blackboard
Collaborate?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Q7: What are the disadvantages of teaching online lecture delivery through Blackboard
Collaborate?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
QRM REPORT 25
Q8: Is Blackboard Collaborate Software better than other Software’s? Why? Why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Q9: How does Blackboard Collaborate effect on your teaching skills?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Q10: What are the positive and negative effects according to you?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Q11. Any other comments?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
QRM REPORT 26
APPENDIX C
CLASSROOM OBSERVATION CHECKLIST
Name Of Course: Program:
Name of Researcher: Name of Instructor:
Total No. Of Students: Class Duration:
Date: Time:
TARGETED AREAS
1. Teachers’ Awareness of Blackboard Collaborate

Does the teacher have knowledge about blackboard Collaborate
Comments:
2. Effective Teaching
Strategies used by the teacher to teach quality of education and keep them motivated
Comments:
3. Challenges Faced by teachers

During teaching through Blackboard Collaborate what problems is faced by her.
Comments:
4. Tackle the Challenges

Techniques used by teachers to overcome these challenges
Comments:
5. Strategies for Comments:

How teachers engage students teaching online through blackboard Collaborate
Comments:
6. Summary / Other:
QRM REPORT 27
QRM REPORT 28

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A Qualitative Study on Teachers’ Perceptions & Practices

Towards the Quality of Online Education Through

In partial fulfillment of the requirement for the Degree of

Ali Mustaqeem 19518

Muhammad Younis Farid &

KEYWORDS: COVID-19, Online learning, online teaching, teacher’s perception,

teacher’s practices, Blackboard collaborate.

QRM REPORT III

1.1 BACKGROUND OF THE STUDY

1.2 PROBLEM STATEMENT

1.3 RESEARCH QUESTIONS

1.4 DELIMITATIONS/ SCOPE

1.5 ORGANIZATION OF THE STUDY

2.1 ONLINE EDUCATION & ONLINE TEACHING MODES

2.2 ONLINE EDUCATION & ONLINE MODE OF TEACHING VIA

2.3 TEACHER’S PERCEPTION REGARDING ONLINE MODE OF

2.4 TEACHER’S PRACTICES REGARDING ONLINE MODE OF

2.5 SUMMARY OF LITERATURE REVIEW

EDUCATORS PERCEPTION’S ON ONLINE LEARNING

TEACHER’S PERCEPTION OF LARGE-SCALE ONLINE TEACHING

TEACHERS PERCEPTION IN ONLINE COURSES

TEACHER PERCEPTIONS OF EFFECTIVE COMMUNICATION TOOLS, REQUIRED

FACULTY PERCEPTIONS OF ONLINE TEACHING EFFECTIVENESS AND

TEACHER’S PERCEPTION ON ONLINE LEARNING IN COVID’19

3.1 RESEARCH APPROACH AND DESIGN

3.2 RESEARCH CONTEXT

3.3 PARTICIPANTS’ DETAILS

3.4 DATA COLLECTION

3.5 DATA ANALYSIS TECHNIQUE (S)

Figure 1: Saldana's thematic model (2009)

3.6 SAMPLING SIZE AND TECHNIQUES

3.7 ETHICAL CONSIDERATION

Blackboard. (2019). Blackboard help. Retrieved from Blackboard:

UNESCO. (2020). GEM Report: INCLUSION AND EDUCATION.

Yang, X. (2020). Teachers’ Perceptions of Large-Scale Online Teaching as an Epidemic

Ali Mustaqeem 19518

Bushra Qamar (Group Leader) 11751

Muhammad Nabeel Malik 12002

Group Members Muhammad Nabeel 12101

Muhammad Shahzaman 12143

Syed Umair Ali 10718

Wajiha Hamid 12853

A Qualitative Study on Teachers’ Perceptions & Practices of a

Time 12pm – 4pm

Date 10- Jan-2021

Place A Private Sector University

Interviewer Group members mention above

Interviewee Teachers who teach through Blackboard Collaborate

Any Specialized Training/Diploma:

Experience of teaching (in years):

Gender: Male Female

Q1: Is online education better than traditional classroom method?

Q2: What is your perception about online learning?

Q4: How these challenges can be tackled?

Q9: How does Blackboard Collaborate effect on your teaching skills?

Q11. Any other comments?

CLASSROOM OBSERVATION CHECKLIST

Name Of Course: Program:

Name of Researcher: Name of Instructor:

Total No. Of Students: Class Duration:

1. Teachers’ Awareness of Blackboard Collaborate

3. Challenges Faced by teachers