The Impact of Different Discussion Comment Styles via the Blackboard system on Achievement and Learning Retention among Students of the Faculty of Education at the University of Jeddah
Keywords:
Discussion comments, brief comments, detailed comments, Blackboard, achievement, learning retention
Abstract
The current study investigates the impact of different discussion comment styles —brief comments versus detailed comments—via the Blackboard system on cognitive achievement and learning retention among female students in the Faculty of Education at the University of Jeddah. A quasi-experimental approach was employed, involving two experimental groups: one group used brief comments in their discussions, while the other used detailed comments. The sample comprised 16 female students from the Faculty of Education, randomly assigned to the two groups. An achievement test was administered both immediately after the intervention and after a delay to assess cognitive achievement and retention. The Mann-Whitney U test was used to compare the groups and determine the significance of any differences. The results indicated that brief discussion comments were more effective than detailed comments in enhancing cognitive achievement and learning retention. The study recommends training teachers to formulate concise discussion comments and promoting the use of brief comments in e-learning contexts.
References
1. سولسو، روبرت (2000). علم النفس المعرفي. ترجمة محمد نجيب الصبوة وآخرون، ط2، مكتبة الأنجلو المصرية
2. شيماء يوسف صوفي يوسف (2006). أثر اختلاف مستويات التوجيه وأساليب تقديمه في برامج الكمبيوتر متعددة الوسائط على تنمية الجوانب المعرفية والسلوكية لدى تلاميذ مدارس التربية الفكرية. رسالة ماجستير غير منشورة ، كلية البنات، جامعة عين شمس.
3. طارق عبدالسلام عبدالحليم محمد (2010). أثر التفاعل بين مستويات المساعدة (الموجزة، والمتوسطة والتفصيلية) وبين أساليب التعلم على تنمية كفايات تصميم التفاعلية ببرامج الوسائط المتعددة لدى أخصائي تكنولوجيا التعليم. رسالة ماجستير، كلية البنات، جامعة عين شمس.
4. وليد سالم الحلفاوي، ومروة زكي (2014). الويب 2.0 مفاهيم وتطبيقات. جامعة الملك عبدالعزيز، مركز النشر العلمي، جدة.
5. وليد يوسف محمد إبراهيم (2011). أثر التفاعل بين مستوى عرض التعليق الصوتي بالملخصات المرئية ببرامج الكمبيوتر التعليمية والأسلوب المعرفي لتلاميذ المرحلة الابتدائية على تنمية مهارات تصميم مواقع الويب التعليمية وإنتاجها. مجلة كلية التربية، جامعة الأزهر، 146، الجزء السادس، 12-100.
6. Alokluk, J. A. (2018). The effectiveness of blackboard system, uses and limitations in information management. Intelligent Information Management, 10(06), 133.
7. Alrashedi, N. T., Alsulami, S. M. H., Flatah, A. I., Najmi, A. H., & Alhalafawy, W. S. (2024). The Effects of Gamified Platforms on Enhancing Learners’ Ambition. Journal of Ecohumanism, 3(8), 3393-3304. https://doi.org/10.62754/joe.v3i8.5004
8. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Non-Stop Educational Support: Exploring the Opportunities and Challenges of Intelligent Chatbots Use to Support Learners from the Viewpoint of Practitioner Educators. Journal of Ecohumanism, 3(3), 212-229. https://doi.org/10.62754/joe.v3i3.3331
9. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2025). Chatbots in Education. In S. Papadakis & M. Kalogiannakis (Eds.), Empowering STEM Educators With Digital Tools (1 ed., pp. 137-154). IGI Global Scientific Publishing, Hershey, USA. https://doi.org/10.4018/979-8-3693-9806-7.ch006
10. Bian, Y., Luo, J., Luo, T., & Leng, T. (2022). Contrast demand on the blackboard in typical secondary school classrooms of China: Effects of daylight reflections on text legibility. Energy and Buildings, 111974.
11. Bradford, P., Porciello, M., Balkon, N., & Backus, D. (2007). The Blackboard learning system: The be all and end all in educational instruction? Journal of Educational Technology Systems, 35(3), 301-314.
12. Brandon, S. E., Vogel, E. H., & Wagner, A. R. (2000). A componential view of configural cues in generalization and discrimination in Pavlovian conditioning. Behavioural brain research, 110(1-2), 67-72.
13. Dempsey, J. V., Driscoll, M. P., & Swindell, L. K. (1993). Text-based feedback. Interactive instruction and feedback, 21-54.
14. Fidalgo-Blanco, A., Martinez-Nuñez, M., Borrás-Gene, O., & Sanchez-Medina, J. J. (2017). Micro flip teaching‒An innovative model to promote the active involvement of students. Computers in Human Behavior, 72, 713-723.
15. Gluck, M. A. (1991). Stimulus generalization and representation in adaptive network models of category learning. Psychological Science, 2(1), 50-55.
16. Goh, C. F., & Ong, E. T. (2019). Flipped classroom as an effective approach in enhancing student learning of a pharmacy course with a historically low student pass rate. Currents in Pharmacy Teaching and Learning. https://doi.org/https://doi.org/10.1016/j.cptl.2019.02.025
17. Haaq, A. N. H., Nandiyanto, A. B. D., Kurniawan, T., & Bilad, M. R. (2022). Development of Moodle-based Physical Education Learning Media in Junior High Schools During the Pandemic. Journal Abdimas Kartika Wijayakusuma, 3(1), 38-43.
18. Ibrahim, H. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Ethnographic Insights of Educational Digital Life Behaviours: A Study of Affluent Schools. Journal of Ecohumanism, 3(7), 4413-4428. https://doi.org/10.62754/joe.v3i7.4556
19. Jonassen, D. H. (1994). Thinking technology: Toward a constructivist design model. Educational technology, 34(4), 34-37.
20. Lang, A. (2009). The limited capacity model of motivated mediated message processing. The SAGE handbook of media processes and effects, 193-204.
21. Liu, H. (2016). An Analysis on Blended Learning Pattern Based on Blackboard Network Platform. International Journal of Emerging Technologies in Learning, 11(9).
22. Magazine, D.-L. (2008). Social annotations in digital library collections. D-Lib Magazine, 14(11/12), 1082-9873.
23. Ouyang, J. R., & Stanley, N. (2014). Theories and research in educational technology and distance learning instruction through Blackboard. Universal Journal of Educational Research, 2(2), 161-172.
24. Roussel, S., Joulia, D., Tricot, A., & Sweller, J. (2017). Learning subject content through a foreign language should not ignore human cognitive architecture: A cognitive load theory approach. Learning and Instruction, 52, 69-79. https://doi.org/https://doi.org/10.1016/j.learninstruc.2017.04.007
25. Su, A. Y. S., Yang, S. J. H., Hwang, W.-Y., & Zhang, J. (2010). A Web 2.0-based collaborative annotation system for enhancing knowledge sharing in collaborative learning environments. Computers & education, 55(2), 752-766. https://doi.org/https://doi.org/10.1016/j.compedu.2010.03.008
26. van Wermeskerken, M., Ravensbergen, S., & van Gog, T. (2018). Effects of instructor presence in video modeling examples on attention and learning. Computers in Human Behavior, 89, 430-438.
27. Wilson, K. E., Martinez, M., Mills, C., D'Mello, S., Smilek, D., & Risko, E. F. (2018). Instructor presence effect: Liking does not always lead to learning. Computers & education, 122, 205-220. https://doi.org/https://doi.org/10.1016/j.compedu.2018.03.011
28. Zaki, M. Z. T., El-Refai, W. Y., Alharthi, M. A., Al-Hafdi, F. S., Najmi, A. H., Bakey, F. M. A. E., & Alhalafawy, W. S. (2024). The Effect of Mobile Search Retrieval Types on Self-Regulated Learning Among Middle School Students. Journal of Ecohumanism, 3(8). https://doi.org/10.62754/joe.v3i8.5005
29. Zaki, M. Z. T., El-Refai, W. Y., Najmi, A. H., Al-Hafdi, F. S., Alhalafawy, W. S., & Abd El Bakey, F. M. (2024). The Effect of Educational Activities through the Flipped Classroom on Students with Low Metacognitive Thinking. Journal of Ecohumanism, 3(4), 2476-2491. https://doi.org/10.62754/joe.v3i4.3770
30. Zohdi, A. M., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). The Role of Digital Platforms in Studying the Holy Qur’an: A Case Study based on the Voices of Students from Diverse Cultures at the Prophet’s Mosque. Journal of Ecohumanism, 3(7), 3050-3062. https://doi.org/10.62754/joe.v3i7.4440
2. شيماء يوسف صوفي يوسف (2006). أثر اختلاف مستويات التوجيه وأساليب تقديمه في برامج الكمبيوتر متعددة الوسائط على تنمية الجوانب المعرفية والسلوكية لدى تلاميذ مدارس التربية الفكرية. رسالة ماجستير غير منشورة ، كلية البنات، جامعة عين شمس.
3. طارق عبدالسلام عبدالحليم محمد (2010). أثر التفاعل بين مستويات المساعدة (الموجزة، والمتوسطة والتفصيلية) وبين أساليب التعلم على تنمية كفايات تصميم التفاعلية ببرامج الوسائط المتعددة لدى أخصائي تكنولوجيا التعليم. رسالة ماجستير، كلية البنات، جامعة عين شمس.
4. وليد سالم الحلفاوي، ومروة زكي (2014). الويب 2.0 مفاهيم وتطبيقات. جامعة الملك عبدالعزيز، مركز النشر العلمي، جدة.
5. وليد يوسف محمد إبراهيم (2011). أثر التفاعل بين مستوى عرض التعليق الصوتي بالملخصات المرئية ببرامج الكمبيوتر التعليمية والأسلوب المعرفي لتلاميذ المرحلة الابتدائية على تنمية مهارات تصميم مواقع الويب التعليمية وإنتاجها. مجلة كلية التربية، جامعة الأزهر، 146، الجزء السادس، 12-100.
6. Alokluk, J. A. (2018). The effectiveness of blackboard system, uses and limitations in information management. Intelligent Information Management, 10(06), 133.
7. Alrashedi, N. T., Alsulami, S. M. H., Flatah, A. I., Najmi, A. H., & Alhalafawy, W. S. (2024). The Effects of Gamified Platforms on Enhancing Learners’ Ambition. Journal of Ecohumanism, 3(8), 3393-3304. https://doi.org/10.62754/joe.v3i8.5004
8. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Non-Stop Educational Support: Exploring the Opportunities and Challenges of Intelligent Chatbots Use to Support Learners from the Viewpoint of Practitioner Educators. Journal of Ecohumanism, 3(3), 212-229. https://doi.org/10.62754/joe.v3i3.3331
9. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2025). Chatbots in Education. In S. Papadakis & M. Kalogiannakis (Eds.), Empowering STEM Educators With Digital Tools (1 ed., pp. 137-154). IGI Global Scientific Publishing, Hershey, USA. https://doi.org/10.4018/979-8-3693-9806-7.ch006
10. Bian, Y., Luo, J., Luo, T., & Leng, T. (2022). Contrast demand on the blackboard in typical secondary school classrooms of China: Effects of daylight reflections on text legibility. Energy and Buildings, 111974.
11. Bradford, P., Porciello, M., Balkon, N., & Backus, D. (2007). The Blackboard learning system: The be all and end all in educational instruction? Journal of Educational Technology Systems, 35(3), 301-314.
12. Brandon, S. E., Vogel, E. H., & Wagner, A. R. (2000). A componential view of configural cues in generalization and discrimination in Pavlovian conditioning. Behavioural brain research, 110(1-2), 67-72.
13. Dempsey, J. V., Driscoll, M. P., & Swindell, L. K. (1993). Text-based feedback. Interactive instruction and feedback, 21-54.
14. Fidalgo-Blanco, A., Martinez-Nuñez, M., Borrás-Gene, O., & Sanchez-Medina, J. J. (2017). Micro flip teaching‒An innovative model to promote the active involvement of students. Computers in Human Behavior, 72, 713-723.
15. Gluck, M. A. (1991). Stimulus generalization and representation in adaptive network models of category learning. Psychological Science, 2(1), 50-55.
16. Goh, C. F., & Ong, E. T. (2019). Flipped classroom as an effective approach in enhancing student learning of a pharmacy course with a historically low student pass rate. Currents in Pharmacy Teaching and Learning. https://doi.org/https://doi.org/10.1016/j.cptl.2019.02.025
17. Haaq, A. N. H., Nandiyanto, A. B. D., Kurniawan, T., & Bilad, M. R. (2022). Development of Moodle-based Physical Education Learning Media in Junior High Schools During the Pandemic. Journal Abdimas Kartika Wijayakusuma, 3(1), 38-43.
18. Ibrahim, H. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Ethnographic Insights of Educational Digital Life Behaviours: A Study of Affluent Schools. Journal of Ecohumanism, 3(7), 4413-4428. https://doi.org/10.62754/joe.v3i7.4556
19. Jonassen, D. H. (1994). Thinking technology: Toward a constructivist design model. Educational technology, 34(4), 34-37.
20. Lang, A. (2009). The limited capacity model of motivated mediated message processing. The SAGE handbook of media processes and effects, 193-204.
21. Liu, H. (2016). An Analysis on Blended Learning Pattern Based on Blackboard Network Platform. International Journal of Emerging Technologies in Learning, 11(9).
22. Magazine, D.-L. (2008). Social annotations in digital library collections. D-Lib Magazine, 14(11/12), 1082-9873.
23. Ouyang, J. R., & Stanley, N. (2014). Theories and research in educational technology and distance learning instruction through Blackboard. Universal Journal of Educational Research, 2(2), 161-172.
24. Roussel, S., Joulia, D., Tricot, A., & Sweller, J. (2017). Learning subject content through a foreign language should not ignore human cognitive architecture: A cognitive load theory approach. Learning and Instruction, 52, 69-79. https://doi.org/https://doi.org/10.1016/j.learninstruc.2017.04.007
25. Su, A. Y. S., Yang, S. J. H., Hwang, W.-Y., & Zhang, J. (2010). A Web 2.0-based collaborative annotation system for enhancing knowledge sharing in collaborative learning environments. Computers & education, 55(2), 752-766. https://doi.org/https://doi.org/10.1016/j.compedu.2010.03.008
26. van Wermeskerken, M., Ravensbergen, S., & van Gog, T. (2018). Effects of instructor presence in video modeling examples on attention and learning. Computers in Human Behavior, 89, 430-438.
27. Wilson, K. E., Martinez, M., Mills, C., D'Mello, S., Smilek, D., & Risko, E. F. (2018). Instructor presence effect: Liking does not always lead to learning. Computers & education, 122, 205-220. https://doi.org/https://doi.org/10.1016/j.compedu.2018.03.011
28. Zaki, M. Z. T., El-Refai, W. Y., Alharthi, M. A., Al-Hafdi, F. S., Najmi, A. H., Bakey, F. M. A. E., & Alhalafawy, W. S. (2024). The Effect of Mobile Search Retrieval Types on Self-Regulated Learning Among Middle School Students. Journal of Ecohumanism, 3(8). https://doi.org/10.62754/joe.v3i8.5005
29. Zaki, M. Z. T., El-Refai, W. Y., Najmi, A. H., Al-Hafdi, F. S., Alhalafawy, W. S., & Abd El Bakey, F. M. (2024). The Effect of Educational Activities through the Flipped Classroom on Students with Low Metacognitive Thinking. Journal of Ecohumanism, 3(4), 2476-2491. https://doi.org/10.62754/joe.v3i4.3770
30. Zohdi, A. M., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). The Role of Digital Platforms in Studying the Holy Qur’an: A Case Study based on the Voices of Students from Diverse Cultures at the Prophet’s Mosque. Journal of Ecohumanism, 3(7), 3050-3062. https://doi.org/10.62754/joe.v3i7.4440
Published
2025-06-10
How to Cite
Dr. Noha Fahad Altowairiki, & Prof. Marwa Zaki Tawfiq Zaki. (2025). The Impact of Different Discussion Comment Styles via the Blackboard system on Achievement and Learning Retention among Students of the Faculty of Education at the University of Jeddah. Journal of Educational and Human Sciences, (45), 405-420. https://doi.org/10.33193/JEAHS.45.2025.652
Issue
Section
المقالات
Copyright (c) 2025 د. نهى فهد الطويرقي , د. مروه زكي توفيق زكي
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
