University Students’ Perspectives on Online Learning via the Microsoft Teams Platform

• Authors: Ligita Stramkale

Abstracts

EN

Aim. The study aimed 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. The study addressed three research questions: What are students’ perspectives on collaboration while learning via MS Teams, and whether their opinions depend on age, study level, study form and course? What are students’ perspectives on the study process via MS Teams, and whether their views are influenced by age, study level, study form and course? What are the students’ motivations to study on MS Teams, and does it depend on age, study level, study form and course? Results. Students’ perspectives on collaboration are not related to study form, study level, or the course but 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 are connected with the level of study. The students’ motivation to study on MS Teams is increased by reducing time consumption, the convenience of learning in their environment and the ability to complete tasks. Conclusion. With increasing age, student satisfaction with mutual collaboration on MS Teams declines. Young students and those who study in the lower-level programme find learning online via MS Teams more exciting than older students and those who study in the higher-level programme.

Keywords

EN

Online learning; student’s perspective; Microsoft Teams platform; collaboration; study process; motivation; higher education

• Publisher: Fundacja Pro Scientia Publica
• Journal: Journal of Education Culture and Society
• Year: 2023
• Volume: 14
• Issue: 1
• Pages: 400-414

Dates

published

2023

Contributors

author

Ligita Stramkale

• Faculty of Education, Psychology and Art, University of Latvia Imantas 7. līnija, Riga, LV-1083, Latvia

• https://orcid.org/0000000228494650

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Identifiers

DOI

10.15503/jecs2023.1.400.414

Biblioteka Nauki

18675694