Comparing Course Authoring Software: WebCT vs.

Blackboard

Introduction

The number of higher education courses offered online has grown significantly in

the past 5 years, and the World Wide Web is being recognized as a powerful medium for

distributing course based information (Hazari, 1998). Furthermore, the past 5 years has

also seen a shift in the learning theory driving instructional methods from a cognitive

theory to a constructivist theory. Traditional classroom based learning had previously

been driven by the transfer of knowledge directly from the teacher, who controls the pace

of learning, to the students. However, the constructivist model is student-centered. The

instructor simply facilitates learning by being a moderator, while allowing the students to

set the pace and even help choose content. Interestingly, the web is a great place to

implement this constructivist model (Dabbagh & Schmitt). It allows for discussion

groups, text, graphics, audio, video, file transfer over e-mail, and even synchronous chat

sessions (Hazari, 1998).

As faculty members of higher education institutions adopt this new teaching

method, many are also beginning to adopt the use of web-based instruction. Many of

these teachers lack the technical ability to create these web-based courses themselves and

are purchasing course management tools to aid in this process. Wired News labeled
WebCT and Blackboard as the leaders in this industry; as of the year 2000, more than

48,500 faculty members use WebCT to teach courses to over 6.9 million students, while

Blackboard has over 2.1 million users at 3,600 schools. These numbers demonstrate that

web-based learning is growing significantly, and that successful software is needed to

create and manage these web-based courses.

Significance

When designing any course, the needs of the instructor and students must be

considered. However, when designing a web-based course several other considerations

must also be taken. For example, how will student’s access the course, how many users

can it support, what software will the users need, how will the students communicate,

how will the students complete assignments, and many more. When shopping for

software that will create and manage the web-based course, all of these considerations are

important to ensure that the software will meet the needs of the users. This paper will

compare the functionalities of WebCT and Blackboard, the leaders in course authoring

software, to provide information to help future users decide which might be better for

their specific web-based courses.

Discussion

WebCT

WebCT’s strategy is to deliver the best-of-breed learning tools, robust content

management capabilities, dynamic learning information management, enhanced learning

personalization, enterprise-class architecture, and strategic implementation services that

institutions will need to compete effectively, today and years from now

(www.webct.com). Now what does this really mean to those using this software to create

and manage their courses? WebCT is committed to giving institutions the best learning

tools available provided within WebCT, and is also compatible with third-party tools that

one might wish to integrate. It allows course creators to reuse and share learning objects

and to track how content is used. Finally, WebCT provides a highly customizable

learning experience that is altered by the instructor and the students, as well as provides

multiple levels of interactivity.

Tools for creators:

As stated above, the creator of a WebCT course has a lot of flexibility as far as the

design and use of tools goes. First, the creator can track the progress of the students.

This tool can provide information about date and time of access, time spent in the system,

number of postings on the bulletin board, and even percentage of articles read. This can

help the instructor gage the interest of the students and access the interest and difficulty
levels of specific pages. Timed online quizzes can be given at any specific time. Once

graded, the score and comments are then available for the student to view and

automatically entered into the grade database. A student management tool is also

provided that allows the instructor to view class lists in various formats, to enter grades

manually, weight grades, and generate final grades to be made available for the students

to view. WebCT also provides a course calendar to the students. This allows the

students to see when assignments are due, when to take tests ,and more. Finally, WebCT

allows the course look and feel to be specified by the designer. This can be anything

from layout of links and color schemes to tools available for each page.

Tools for Students:

Along with the creator, the students participating in WebCT courses are also

provided with a large number of tools to work with. However, keep in mind that the

creator must make these tools available to the student when setting up the design of the

course. The bulletin board allows participants of the course to communicate with each

other at all times. This takes the form of an asynchronous discussion. Similarly, e-mail

facilities can be added to allow one to one communication between students. The chat

tool provides real-time communication options for the participants. WebCT provides a

student self-evaluation section that can be added to any page of notes within the course.

This provides the students with multiple choice questions that are automatically scored by

the program. This can help students test their learning throughout the course. A glossary
of terms can be provided, allowing students to click on highlighted terms to get a

definition or allowing students to go to the glossary and search for a particular topic.

WebCT can also provide presentation areas for students. Here students can create their

own web pages for the instructor and the rest of the class to view. As mentioned in the

tools for creators, timed online quizzes can be delivered through WebCT, and the score

on each quiz can be posted for the students to view. External references can be linked to

throughout the course content. The page annotation tool allows students to make

personal annotations to any page of notes. This is a great way for students to take and

view notes online. Finally, the grade tool is also provided to the students where they can

view their individual scores, minimums, maximums, and average grades for each course

component.

WebCT 3.6:

The latest version of WebCT is 3.6. This version provides all of the tools

discussed above, as well as some added features. This new version is compliant with

Section 508 of the United States Rehabilitation Act of 1973, allowing students with

disabilities to fully use the software. It introduces IMS Content Migration Utility, which

makes it easy to share content within and among institutions. WebCT 3.6 offers an

enhanced calendar, which allows students to view one central calendar tracking all of

their online courses. This will be extremely helpful to students taking multiple web-

based courses. The new version provides Palm Datebook integration, and additional
operating system support. This will allow users to view their calendars from their Palm

pilots, and allow more users running various operating systems to use WebCT. Finally,

WebCT 3.6 offers improved system management, providing automation functionally for

end of year tasks required of administrators.

Method of Access:

WebCT can be accessed through any web browser, such as Internet Explorer or

Netscape Navigator. Additional plug-ins may be required to view media files (Real

Player, Quicktime Player, …).

Cost:

WebCT can be downloaded for free for evaluation purposes. However, a license

is required as soon as student accounts are created. Prices are determined by number of

student users. As reported by Siekman, prices for WebCT 3.1 range from $335 for up to

50 students and extra for faculty support or $4000 for unlimited students (2000).

However, these prices have likely changed with the introduction of WebCT 3.6.

Furthermore, some state university systems may obtain state-wide licenses at individually

negotiated prices.

Pricing information can be acquired by calling a sales representative at (877) 932-

2863 or by filling out and submitting the information form provided at www.webct.com
 Other services:

In addition to the WebCT course authoring software, WebCT also offers

professional development and training support, consulting services, and support services.

Blackboard

Blackboard has a similar strategy and mission as WebCT. Blackboard is

dedicated to simplicity, making sure it is easy to use for student’s and faculty, and to

developing an all-encompassing teaching and learning solution that is scalable, easy to

integrate with other tools, flexible, and customizable (www.blackboard.com).

Tools:

At first glance, Blackboard tools seem very similar to WebCT’s tools.

Blackboard also has discussion functionality, where students can contact one another

asynchronously. This functionality is labeled as discussion boards rather than bulletin

boards, but provides the same functionality. E-mail is provided, however, Blackboard’s

email system is external whereas it is internal in WebCT. A virtual chat area is provided

for synchronous discussions, allowing instructors to have “online” office hours, or to

have discussion sessions at specific times when all students can be involved. Students

can exchange files by using a dropbox. This will allow students to submit assignments,

or to share notes. A calendar is also provided to keep students up to date with

assignments, office hours, and test dates. Blackboard also has functionality to offer

online quizzes, however, this is not quite as advanced as WebCT’s online quiz
functionality. Blackboard does not offer as many options on the types of questions

available and the delivery of these questions. Blackboard does not offer any self-test

quizzes to the students. Grades are stored into a gradebook that can be made viewable to

the students by the instructor.

Blackboard 5.5:

Blackboard’s latest version is 5.5, which provides new features and functionality

in addition to the tools described above. Timed release of content is now available.

Creators can post new content and remove content as needed. This can help keep

students interested and engaged, knowing that the material may change periodically.

Learning Units within Blackboard have been set up to allow the creator to build learning

paths within a course. This will allow for specific assignments or note pages to be added

to particular lessons or chapters. The gradebook has been enhanced, adding new sorting,

improved calculation and grade weighting abilities, and improved grade reporting.

Assessments enhancements have also been added. The creator can place assessments in

any content area of the course. Blackboard 5.5 offers the capability to plug in third party

tools. Finally, scalability has been increased, allowing single sites to support thousands

of courses.
 Method of Access:

Blackboard can be accessed through any web browser, and may require additional

plug-ins to view various types of media files.

Cost:

Blackboard offers free evaluation courses. Licenses are obtained based on level

of course manager and support. Four levels are currently available. Level four provides

a fully integrated online learning environment, while Level one allows for course

management and can be incrementally upgraded. Siekmann reported prices between

$5000 to $60,000 per year, varying by level and support, for Blackboard 5.0 (2000).

Like, WebCT, with Blackboard some state university systems may obtain state-wide

licenses at individually negotiated prices.

Additional pricing information can be obtained by calling 1-800-424-9299 ext. 4,

or by requesting information on the blackboard website at

http://company.blackboard.com/contactus/index.cgi.

Other services:

In addition to the Blackboard course authoring software, they also offer various

training sessions and support services.

Comparison at a glace

WebCT Blackboard Preferred Tool

 Ease of Use WebCT is more The navigation of Blackboard
sophisticated, but Blackboard is
also more difficult straightforward and
to use. easy to use
Customization WebCT allows you Blackboard allows WebCT
to customize the you to choose
look and feel of the among things that
course. It also are already provided
allows you to import for you.
images.
Communication -bulletin boards -discussion Either
Functionality (bulletin)board
-internal e-mail -external email
-virtual chats -virtual chats
-file exchange area -file exchange area

Assessment -timed online tests -timed online tests WebCT

-surveys -surveys
-question types: -question types:
MC, short answer, MC, short answer,
matching, matching,
paragraph/essay, paragraph/essay,
calculated ordering
-settings: -settings:
randomization, randomization
conditional release, -no self-
variable scoring assessments
-self-assessments

Grading -auto-grading -auto-grading Either

-all assignment -all assignment
grades can be grades can be
entered into entered into
gradebook gradebook
-grades can be -grades can be
viewed by students viewed by students
* information for chart provided by Siekman, 2000, and web related links listed below.
Summary

After reviewing both WebCT and Blackboard, I have come to realize that both of

these tools provide similar functionalities and begin to mirror each other with each new

release of a product. Blackboard has been labeled as more “user friendly” by instructors

and students, meaning it is easier to navigate in a web-based course created by

Blackboard than WebCT. Also, Blackboard makes is somewhat easier to create the

content of the course materials. No knowledge of HTML is needed, and course materials

can be published in Microsoft Word. However, WebCT is more sophisticated than

Blackboard. WebCT offers more testing options, both in the types of questions that can

be offered and the delivery of these questions. WebCT is also more sophisticated in

designing the look and feel of the course. The creator has complete control in WebCT,

whereas in Blackboard the creator must choose from pre-determined layouts. Overall,

both course management solutions provide the tools and support needed to create and

manage a web-based course.

References

Bayne, Sian and Cook, Julian. (1999). WebCT vs Blackboard? An Evaluation of

Two Virtual Learning Environments. [Online]. Available

http://www.ltss.bris.ac.uk/interact21/in21p04.htm
 Dabbagh, Nada H and Schmitt, Jeff. (1998). Redesigning Instruction Through

Web-Based Course Authoring Tools. Educational Media International v.35 n.2, p.106-

110.

Hazari, Sunil. (1998). Evaluation and Selection of Web Course Management

Tools. [Online]. Available http://sunil.umd.edu/webct/

Marsh, George E. II, Price, Barrie Jo, and McFadden, Anna C. (1999). An

Overview of Online Educational Delivery Applications. The Online Journal of Distance

Learning Administration.

Rose, M.J. (2000). [Online]. The Future of E-Textbooks. Wired News.

Available http://www.wired.com/news/culture/0,1284,38061,00.html

Siekmann, Sabin. (2000). [Online]. Which Web Course Management System is

Right for Me? A Comparison of WebCT 3.1 and Blackboard 5.0. Available

http://astro.temple.edu/~jburston/CALICO/review/webct-bb.htm

Smith, Jayne L., Brooks, Paul J., Moore, A. Bernie, Ozburn, William, Marquess,

Jonathan, and Homer, Elizabeth. (2000). [Online]. Course Management Software and

Other Technologies to Support Collaborative learning in a Nontraditional Pharm.D.

Course. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning.

Available http://imej.wfu.edu/articles/2000/1/05/index.asp

Swanzy, David. [Online]. WebCT vs. Blackboard vs. No Commercial Platform.

Available http://www.uniqware.com/ResearchCenter/prod/prod11.htm
 Related Links

Blackboard’s website:

www.blackboard.com

Center for Instructional Technologies at the University of Texas at Austin:

http://www.utexas.edu/cc/blackboard/about/why.html

http://www.utexas.edu/cc/webct/about/tools.html

http://www.utexas.edu/cc/webct/about/why.html

Emerging Technologies for Distance Education: The Use of Blackboard (formerly

CourseInfo) and WebCT for course and Information Delivery:

http://cml.indstate.edu/~libhard/ASIST2000x/DistEd.html

Learning Space, Blackboard, and WebCT: A Comparison:

http://fdc.uwsuper.edu/comp.html

WebCT’s website:

www.webct.com

WebCT Vs Blackboard:

http://iserv.tay.ac.uk/webcthelp/whywebct/webct_vs_blackboard.htm
*This paper is written by Stephanie Brooks for the course EDC385G, Multimedia Authoring, at the

University of Texas at Austin.