Explaining Influences in the Adoption of Blackboard at an Institution of Higher Learning

The study sought to understand and explain factors that influence individual lecturers' possibility to adopt Blackboard, a Learning Management System (LMS) at an institution of higher learning. Rogers' (1995) diffusion of innovation theory is used as a framework for the explanation of these factors. The study starts by looking at different theoretical frameworks, namely: positivist, interpretive, and the critical perspectives. The underlying assumptions and the teaching and learning practices reinforced and perpetuated by these perspectives are discussed, followed by the views of these perspectives on LMSs and e-learning. Thereafter, Snelbecker's (1999) model of CMS adoption is described and critiqued in relation to Blackboard adoption. This research offers the Rogers' diffusion of innovation theory (1995) as an alternative to explain the soaring numbers in the uptake of Blackboard in an institution of higher learning. This theory is also used to look at influences in the adoption of the Blackboard LMS, and the epistemological and pedagogical leanings of these influences. The data for this research was collected from different lecturers across Faculties and Departments through a pre-structured survey questionnaire. The criteria for inclusion into the sample were first hand experiences with Blackboard. Lecturers' narratives were analysed, and themes were extracted and slotted into the analytic categories suggested by Rogers (1995), namely: relative advantage, compatibility, complexity, trialability, and observability. The results are then discussed in relation to the findings of other research on the adoption of Blackboard and other LMSs. Implications for improvement and further development of Technology Enhanced Learning (TEL) and further research are drawn.