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Assessing Blackboard LMS Implementation, Adoption Barriers and Digital Transformation in Tertiary Institutions in Kogi State, Nigeria

Okolo Clement, Eluemuno

Abstract

The adoption of digital learning technologies has intensified the need for evidence-based evaluation of Learning Management System interventions in developing-country tertiary institutions. Despite substantial investment in digital infrastructure through the Tertiary Education Trust Fund (TETFund), empirical evidence on the implementation and utilization of TETFund- sponsored Blackboard LMS in tertiary institutions in Kogi State, Nigeria, remains limited. This study evaluated Blackboard LMS implementation and utilization, examined factors influencing adoption, identified implementation challenges, and assessed strategies for improving effective use. A descriptive survey design was adopted involving lecturers from six tertiary institutions in Kogi State. Data were collected from 164 valid respondents using a structured four-section questionnaire and analysed using frequencies, percentages, means, and grand means, with a criterion mean of 2.50. Findings revealed low Blackboard LMS implementation and utilization, with a grand mean of 2.14, indicating limited integration into teaching, learning, and assessment activities. Although management support (M = 2.58), staff training (M = 2.55), and ICT infrastructure (M = 2.58) received positive ratings, the overall adoption-factor mean remained below the criterion level (M = 2.38), reflecting inadequate internet connectivity (M = 2.08) and network availability (M = 2.11). Major barriers included frequent power outages (M = 3.45), poor internet connectivity (M = 3.30), high internet subscription costs (M = 3.14), limited device access (M = 3.12), inadequate LMS awareness (M = 3.06), and insufficient ICT competence (M = 2.90). The study concludes that LMS availability alone does not ensure meaningful digital transformation; effective implementation requires reliable connectivity, sustainable power, continuous capacity development, institutional policy support, technical assistance, and systematic monitoring. The findings provide context-specific evidence for strengthening TETFund- sponsored digital learning interventions in Nigerian tertiary education.

Keywords

Blackboard LMSdigital transformationTETFundtertiary institutionsKogi State.

References

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