University Students’ Perspectives on Online Learning via the Microsoft Teams Platform
DOI:
https://doi.org/10.15503/jecs2023.1.400.414Keywords:
Online learning, student’s perspective, Microsoft Teams platform, collaboration, study process, motivation, higher education.Abstract
Aim. The aim of the study was to determine students’ perspectives on collaboration, the study process and motivation while using the Microsoft Teams (MS Teams) platform for online learning.
Methods. The study involved 124 (N=124) students of 1st-level higher professional education, bachelor’s and master’s study programmes, who studied in full-time and part-time study forms. The study addressed three research questions. RQ1: What are students’ perspectives on collaboration while learning online via the MS Teams platform and whether their opinions depend on age, study level, form of study and course? RQ2: What are students’ perspectives on the study process via the MS Teams platform, and whether their views influenced by age, study level, study form and course? RQ3: What is the students’ motivation to study online on the MS Teams platform, and does it depend on age, level of study, study form and course? The study used statistical Package for Social Sciences (SPSS 22.0) for quantitative data analysis.
Results. The students believe that they can easily collaborate on the MS Teams platform. Students' perspectives on collaboration are not related to study form, the level of study, or the course, but in some instances, are connected with the age of the students. The majority of students evaluate the study process on MS Teams positively. Their views are not related to study form, the course or the age, but in some cases, connected with the level of study. The students’ motivation to study online using MS Teams is grown by reducing time consumption, the convenience of learning in their environment and the ability to complete the tasks easier, but their motivation could decrease because this form of study is less exciting compared with face-to-face and does not create satisfaction.
Conclusion. The study concluded that: Firstly, with increasing age, student satisfaction with mutual collaboration on the MS Team platform declines, secondly students of the lower-level programme believe they are more likely to ask questions, receive feedback, and understand information than those who study in the higher-level programme, thirdly young students and those who study in the lower-level programme find learning online via the MS Teams platform more exciting than older students and those who study in the higher-level programme. Further research needs to find out why students of the lower-level study programmes believe they are more likely to ask questions, receive feedback and understand information while learning online on MS Teams, and it is also essential to investigate what factors determine whether or not studies are exciting.
Downloads
References
Alam, A. S., Ma, L., Watson, A., Wijeratne, V., & Chai, M. (2022). Transnational education and e-learning during a pandemic: Challenges, opportunities, and future. In M. M. C. Shohel (Ed.), E-learning and digital Education in the twenty-first century (pp. 1-26). IntechOpen.
Almahasees, Z., Mohsen, K., & Amin M. O. (2021). Faculty’s and students’ perceptions of online learning during COVID-19. Frontiers in Education, 6, Article 638470. https://doi.org/10.3389/feduc.2021.638470.
Almodaires, A. A., Almutairi, F. M., & Almsaud, T. E. A. (2021). Pre-Service teachers’ perceptions of the effectiveness of Microsoft Teams for remote learning. International Education Studies, 14(9), 108-121. https://doi.org/10.5539/ies.v14n9p108.
Bączek, M., Zagańczyk- Bączek, M., Szpringer, M., Jaroszyński, A., & Wożakowska-Kapłon. B. (2021). Students’ perception of online learning during the COVID-19 pandemic: A survey study of Polish medical students. Medicine, 100(7), Article e24821. https://doi.org/10.1097/MD.0000000000024821.
Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2, 113–115. https://doi.org/10.1002/hbe2.191.
Božović, I., & Božović, J. (2021). Challenges of teaching and learning in higher education institutions in the conditions of the COVID-19 pandemic. KNOWLEDGE - International Journal, 48(2), 267–273. https://ikm.mk/ojs/index.php/kij/article/view/4738.
Dadhich, M., Hiran, K. K., Rao, S. S., & Sharma, R. (2022). Impact of Covid-19 on teaching-learning perception of faculties and students of higher education in Indian purview. Journal of Mobile Multimedia, 18(4), 957-980. https://doi.org/10.13052/jmm1550-4646.1841.
Dagman, A., & Wärmefjord, K. (2022). An evidence-based study on teaching computer aided design in higher education during the COVID-19 pandemic. Education Sciences, 12(1), Article 29. https://doi.org/10.3390/educsci12010029.
El Said, G. R. (2021). How did the COVID-19 pandemic affect higher education learning experience? An empirical investigation of learners’ academic performance at a university in a developing country. Advances in Human-Computer Interaction, 2021, 1-10. https://doi.org/10.1155/2021/6649524.
Gautam, D. K., & Gautam, P. K. (2021). Transition to online higher education during COVID-19 pandemic: Turmoil and way forward to developing country of South Asia-Nepal. Journal of Research in Innovative Teaching & Learning, 14(1), 93-111. https://doi.org/10.1108/JRIT-10-2020-0051.
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004.
Hamdan, K., & Amorri, A. (2022). The impact of online learning strategies on students’ academic performance. In M. M. C. Shohel (Ed.), E-learning and digital Education in the twenty-first century (pp. 1-20). IntechOpen.
Hasan, N., & Khan, N. H. (2020). Online teaching-learning during Covid-19 pandemic: students’ perspective. The Online Journal of Distance Education and e-Learning, 8(4), 202-213.
Hu, Y-H. (2022). Effects of the COVID 19 pandemic on the online learning behaviors of university students in Taiwan. Education and Information Technologies, 27, 469-491. https://doi.org/10.1007/s10639-021-10677-y.
Khidir, M. L. B. M., Sa’ari, S. N. B., & Mohammad, A. S. B. (2022). Effectiveness of online learning with Microsoft Team applications in Polimas. EPRA International Journal of Environmental Economics, Commerce and Educational Management, 9(5), 29-33. https://doi.org/10.36713/epra10260.
Kumaran, V. S., & Periakaruppan, R. M. (2023). COVID-19 pandemic is an eye-opener for academicians to use the technology in the teaching– learning process. International Journal of Educational Reform, 32(1), 3-18. https://doi.org/10.1177/10567879221076079.
Laquindanum, E. M. (2022). Effectiveness of Microsoft Teams: A study of perception among tertiary learners. International Journal of Recent Research in Social Sciences and Humanities, 9(2), 88-95. https://doi.org/10.5281/zenodo.6477320.
Martin, L., & Tapp, D. (2019). Teaching with Teams: An introduction to teaching an undergraduate law module using Microsoft Teams. Innovative Practice in Higher Education, 3(3), 58-66.
Nasution. A. K. P. (2021). Higher education in the Covid-19 era: Challenges and assessment. Jurnal Riset Intervensi Pendidikan, 3(1), 29-35.
Nawi, A., & Hamidaton, U. (2022). Exploring student’s readiness and behavioural towards virtual learning via Microsoft Teams. Malaysian Journal of Social Sciences and Humanities, 7(2), Article e001273. https://doi.org/10.47405/mjssh.v7i2.1273.
Poston, J., Apostel, S., & Richardson, K. (2020). Using Microsoft Teams to enhance engagement and learning with any class: It’s fun and easy. Transparency in Teaching and Learning: Proceedings of the 2019 Pedagogion Connference Proceedings, 6, 1-7. https://encompass.eku.edu/pedagogicon/2019/guidinggrading/6.
Ritonga, A. W., Ritonga, M., Nurdianto, T., Kustati, M., Rehani, R., Lahmi, A., Yasmadi, Y., & Pahri, P. (2020). E-Learning process of Maharah Qira'ah in higher education during the Covid-19 pandemic. International Journal of Higher Education, 9(6), 227-235. https://doi.org/10.5430/ijhe.v9n6p227.
Rojabi, A. R. (2020). Exploring EFL students’ perception of online learning via Microsoft Teams: University level in Indonesia. English Language Teaching Educational Journal, 3(2), 163-173. https://doi.org/10.12928/eltej.v3i2.2349.
Sonune, S. J., Gupta, T., Barad, K., Chinoy, D. D., Dcosta, J., & AlAnsaru, M. S. (2022). Changes and challenges in teaching learning process due to Covid -19. Journal of Positive School Psychology, 6(3). 7669-7676.
Sujarwanto, Sheehy, K., Rofiah, K., & Budiyanto (2021). Online higher education: The importance of students’ epistemological beliefs, well-being, and fun. IAFOR Journal of Education, 9(6), 9-30. https://doi.org/10.22492/ije.9.6.01.
Tartavulea, C. V., Albu, C. N., Albu, N., Dieaconescu, R. I., & Petre, S. (2020). Online teaching practices and the effectiveness of the educational process in the wake of the COVID-19 pandemic. Amfiteatru Economic, 22(55), 920-936. https://doi.org/10.24818/EA/2020/55/920.
Velásquez-Rojas, F., Fajardo, J. E., Zacharías, D., & Laguna, M. F. (2022). Effects of the COVID-19 pandemic in higher education: A data driven analysis for the knowledge acquisition process. PLos ONE, 17(9), Article e0274039. https://doi.org/10.1371/journal.pone.0274039.
Vijayan, R. (2021). Teaching and learning during the COVID-19 pandemic: A topic modeling study. Education Sciences, 11(7), Article 347. https://doi.org/10.3390/educsci11070347.
Wea, K. N., & Kuki, A. D. (2020). Students' perceptions of using Microsoft Teams application in online learning during the Covid-19 pandemic. Journal of Physics: Conference Series, 1842, Article 012016. https://doi.org/10.1088/1742-6596/1842/1/012016.
Zarei, S., & Mohammadi, S. (2022). Challenges of higher education related to e-learning in developing countries during COVID-19 spread: A review of the perspectives of students, instructors, policymakers, and ICT experts. Environmental Science and Pollution Research, 29(57), 85562–85568. https://doi.org/10.1007/s11356-021-14647-2.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Ligita Stramkale
This work is licensed under a Creative Commons Attribution 4.0 International License.
CC-BY
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.
