Perceived usability evaluation of Microsoft Teams as an online learning platform during COVID-19 using system usability scale and technology acceptance model in India

Pal, Debajyoti; Vanijja, Vajirasak

doi:10.1016/j.childyouth.2020.105535

Cited by 329 publications

(269 citation statements)

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“…Focusing specifically on the educational aspect, the technical factors are an important issue to be considered in the COVID-19 era. This is because current research has shown that there exists a great diversity among the Indian students in terms of the type of devices owned (smartphones/laptops/desktops used for the purpose of online learning) or even the speed of their Internet connections (Kapasia et al, 2020;Pal & Vanijja, 2020). Further, the viewing experience depends on the type of device used (specifically on the screen size) (Pal & Vanijja, 2017a, 2017bZhou et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

University Students’ Perception of Video-Based Learning in Times of COVID-19: A TAM/TTF Perspective

Pal

Patra²

2020

International Journal of Human–Computer Interaction

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139

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Section: Introductionmentioning

confidence: 99%

University Students’ Perception of Video-Based Learning in Times of COVID-19: A TAM/TTF Perspective

Pal

Patra²

2020

International Journal of Human–Computer Interaction

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139

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“…One of the studies has shown that Moodle was one of the effective platforms that have been used within dental schools where students have shown a positive impression [10]. A similar study by [11] has adopted a survey among university students that measures the usability of Microsoft Teams as a reference platform using the (Technology acceptance Model) TAM model. It concludes that the effectiveness of these platforms is highly evident, especially in developing countries where perceived usability is highly evident.…”

Section: Introductionmentioning

confidence: 99%

Acceptance of Google Meet during the Spread of Coronavirus by Arab University Students

et al. 2021

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The COVID-19 pandemic not only affected our health and medical systems but also has created large disruption of education systems at school and universities levels. According to the United Nation’s report, COVID-19 has influenced more than 1.6 billion learners from all over the world (190 countries or more). To tackle this problem, universities and colleges have implemented various technologically based platforms to replace the physical classrooms during the spread of Coronavirus. The effectiveness of these technologies and their educational impact on the educational sector has been the concern of researchers during the spread of the pandemic. Consequently, the current study is an attempt to explore the effect of Google Meet acceptance among Arab students during the pandemic in Oman, UAE, and Jordan. The perceived fear factor is integrated into a hybrid model that combines crucial factors in TAM (Technology acceptance Model) and VAM (Value-based Adoption Model). The integration embraces perceived fear factor with other important factors in TAM perceived ease of use (PEOU) and perceived usefulness (PU) on the one hand and technically influential factor of VAM, which are perceived technicality (PTE) and perceived enjoyment (PE) on the other hand. The data, collected from 475 participants (49% males and 51% females students), were analyzed using the partial least squares-structural equation modelling (PLS-SEM). The results have shown that TAM hypotheses of usefulness and easy to use have been supported. Similarly, the results have supported the hypotheses related to VAM factors of being technically useful and enjoying, which helps in reducing the atmosphere of fear that is created due to the spread of Coronavirus.

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“…Malgré la puissance indéniable de leurs fonctionnalités, les ENA ne suffisent pas à combler les besoins des étudiant•es, notamment pour avoir des interactions et offrir « des conseils [ou de l'] aide » ou encore « pour se répartir les tâches et aider les élèves en difficulté ». On notera que, dans le cadre des mesures alternatives d'enseignement liées à la COVID-19, des plateformes comme Microsoft Teams et Google Classroom semblent avoir été grandement sollicitées par les institutions d'enseignement, notamment car l'on y retrouve des fonctionnalités que l'on voiyait sur des médias sociaux, comme la possibilité d'organiser des discussions de groupe(Pal et Vanijja, 2020). Des perspectives de recherches s'ouvrent sur la façon dont sont mobilisés ces espaces hybrides par les étudiant•es, par exemple dans le cadre de groupe d'études.…”

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Quelles pensée critique et métalittératie des futur·es enseignant·es à l’heure des fausses nouvelles sur le Web social ? Une étude de cas collective en francophonie / What critical thinking and metaliteracy of preservice teachers in an era of fake news on the social web? A collective case study in French-speaking nations

Michelot¹

2021

Preprint

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This collective case study focuses on critical thinking and literacies (informational, digital, media, etc.), understood with the concept of metaliteracy, for students beginning higher education and destined to be secondary school history teachers. The objective is to present a portrait of critical thinking and metaliteracy among these preservice teachers from the French-speaking world, in an era of social networks. The background of the research includes an increasing number of fake- news and conspiracy theories with proven socio-political and health impacts in election or pandemic contexts. We studied students from Wallonia (Belgium), France and Québec (Canada), especially because of these nation’s approach to train preservice teachers (vocational training vs disciplinary training).To conduct this project, several specific objectives were formulated. These were: i) to analyse the metric quality of French-version tests quantifying critical thinking skills and dispositions as well as metaliteracy self-efficacy; ii) to describe preservice teacher scores in critical thinking, particularly in respect with environmental (type of training, country of study, employment) and personal (self-efficacy in critical thinking and metaliteracy, belief in the likelihood of becoming teacher) factors; iii) to discriminate between critical thinking and metaliteracy strategies used by preservice teacher in Wallonia, France and Quebec when navigating in a social media (here Facebook) used as digital personal learning environment (PLE) with respect to the type of training and some environmental (perception of the educational and digital environment) and personal (self-efficacy) factors. A last specific objective, transversal to the first three, consisted in iv) engaging socio-cultural factors and taking into account the educational path, in perceptions and practices related to metaliteracy and critical thinking, in the social web era. This thesis follows a presentation by article; each one of them is related to one of the first three objectives, the fourth objective is thus discussed in a transversal way.Carried on five establishments (two in Wallonia, one in France and two in Quebec), this research is based on a two-phase mixed methodology. The quantitative phase involved three tests conducted on 245 preservice teachers (N = 245). During the second phase, the qualitative one, 32 students (n = 32, selected among the 245 participants) were interviewed, particularly to describe knownstrategies to evaluate information. In addition, we observed practices and strategies mobilized by nine of them (n = 9) to evaluate information from documentaries and discuss it on a social media.The first article illustrates the complexity of critical thinking measurements but demonstrates the psychometric robustness of the French version of the Halpern Critical Thinking Assessment test, a test for scoring critical thinking skills. Furthermore, we postulate that critical thinking self- efficacy, significant predictor of skills, should be considered as a disposition to critical thinking. We have also developed an indicator measuring self-efficacy in terms of metaliteracy. In a second article, we tried to define the best predictors of critical thinking skills scores. A linear model (including country of study, type of training, employment as well as self-efficacy in critical thinking and metaliteracy) is statistically significant although with limited predictive capability. However, strategies and practices described in the third article and observed in real-life context show only minimal differences between used strategies: it seems that students following a vocational training would more likely mobilize metacognitive and self-critical strategies when their counterparts in disciplinary training use more criterion-referenced strategies.The research highlights the positive role of relationship to current and prospective employment of preservice teachers in defining critical thinking skills and dispositions, combined with specific strategies for dealing with information. The results support the increase of preservice teacher training integration into educational practice and suggests the support of career planning to develop critical thinking skills. Strength and limitations of the research are discussed and several recommendations are offered for research project and educational system, in terms of educational policy and school practices.

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Perceived usability evaluation of Microsoft Teams as an online learning platform during COVID-19 using system usability scale and technology acceptance model in India

Cited by 329 publications

References 66 publications

University Students’ Perception of Video-Based Learning in Times of COVID-19: A TAM/TTF Perspective

University Students’ Perception of Video-Based Learning in Times of COVID-19: A TAM/TTF Perspective

Acceptance of Google Meet during the Spread of Coronavirus by Arab University Students

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