Perceptions on the use of Microsoft Teams as a Platform for Learning English in Terms of Interaction and Learning Environment: a Quantitative Study
Keywords:
Online Learning, Microsoft Teams, Perceptions, Interaction, Learning Environment
Abstract
Due to the restrictions imposed to stop the spread of COVID-19, most schools and universities around the world have shifted from traditional face-to-face classes to an online learning modality. Consequently, online learning and other related concepts became prominent topics to study during the pandemic. Yet, there is a scarcity of research regarding Microsoft Teams as a learning platform. This quantitative study aims to determine the perceptions of 102 students who are taking English subjects or courses on the use of Microsoft Teams as a platform for learning English in terms of interaction and learning environment using a survey questionnaire. It also explored the significant difference in the respondents’ perceptions when the data are grouped according to gender. Results revealed that the perceptions of the respondents in the dimensions of interaction and learning environment are "neutral". Further, it was found that there was no significant difference established on both dimensions when respondents were grouped according to gender.
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2. Aljaraideh, Y., & al Bataineh, K. (2019). Jordanian Students’ Barriers of Utilizing Online Learning: A Survey Study. International Education Studies, 12(5), 99. doi:10.5539/ies.v12n5p99.
3. 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. doi:/10.5539/ies.v14n9p108.
4. Al-Salman, S., & Haider, A. S. (2021). Jordanian University Students’ Views on Emergency Online Learning During COVID-19. Online Learning, 25(1). doi:10.24059/olj.v25i1.2470.
5. Asio, J. M. R., Gadia, E., Abarintos, E., Paguio, D., & Balce, M. (2021). Internet Connection and Learning Device Availability of College Students: Basis for Institutionalizing Flexible Learning in the New Normal. Studies in Humanities and Education, 2(1), 56–69. doi:10.48185/she.v2i1.224.
6. Casillano, N. F. B. (2019). Challenges of Implementing an E-Learning Platform in an Internet Struggling Province in the Philippines. Indian Journal of Science and Technology, 12(10), 1–4. doi:10.17485/ijst/2019/v12i10/137594.
7. Cleofas, J. V., & Rocha, I. C. N. (2021). Demographic, gadget and internet profiles as determinants of disease and consequence related COVID-19 anxiety among Filipino college students. Education and Information Technologies, 26(6), 6771–6786. doi:10.1007/s10639-021-10529-9.
8. Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. doi:10.1177/0047239520934018.
9. Duong, T., & Nguyen, N. (2021). The Challenges of E-learning Through Microsoft Teams for EFL Students at Van Lang University in COVID-19. AsiaCALLOnline Journal, 12(4), 18–29.
10. Fabito, B., Trillanes, A., & Sarmiento, J. (2021). Barriers and Challenges of Computing Students in an Online Learning Environment: Insights from One Private University in the Philippines. International Journal of Computing Sciences Research, 5(1), 441–458. doi:10.25147/ijcsr.2017.001.1.51.
11. Fraser, J., Fahlman, D. W., Arscott, J., & Guillot, I. (2018). Pilot Testing for Feasibility in a Study of Student Retention and Attrition in Online Undergraduate Programs. The International Review of Research in Open and Distributed Learning, 19(1). doi:10.19173/irrodl.v19i1.3326.
12. Gurley, L. E. (2018). Educators’ preparation to teach, perceived teaching presence, and perceived teaching behaviors in blended and online learning environments. Online Learning, 22(2), 197–220. doi:10.24059/olj.v22i2.1255.
13. Hergüner, G., Buğra son, S., Hergüner Son, S., & Dönmez, A. (2020). The Effect of Online Learning Attitudes of University Students on their Online Learning Readiness. The Turkish Online Journal of Educational Technology, 19(4), 102–110.
14. Hijazi, D., & AlNatour, A. (2021b). Online Learning Challenges Affecting Students of English in an EFL Context During Covid-19 Pandemic. International Journal of Education and Practice, 9(2), 379–395. doi:10.18488/journal.61.2021.92.379.395.
15. Ibrahim Mohamed, O. (2021). The Effectiveness of Internet and Mobile Applications in English Language Learning for Health Sciences’ Students in a University in the United Arab Emirates. Arab World English Journal, 12(1), 181–197. doi:10.24093/awej/vol12no1.13.
16. Kuama, S., & Intharaksa, U. (2016). Is Online Learning Suitable for All English Language Students? PASAA, 52, 54–82.
17. Landrum, B., Bannister, J., Garza, G., & Rhame, S. (2020). A Class of One: Students’ Satisfaction with Online Learning. Journal of Education for Business, 0(0), 1-7. doi:10.1080/08832323.2020.1757592.
18. Levin, K. A. (2006). Study design III: Cross-sectional studies. Evidence-Based Dentistry, 7(1), 24–25. doi:10.1038/sj.ebd.6400375.
19. Martin, F., & Bolliger, D. U. (2018). Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. Online Learning, 22(1), 205–222. doi:10.24059/olj.v22i1.1092.
20. Melgar, A., Flores, W., Arévalo, J. & Antón, P. (2019). Educational Technologies, Social Skills and Decision Making in University Students. Propósitos y Representaciones, 7(2), 440-456. doi:10.20511/pyr2019.v7n2.305.
21. Moralista, R. B., & F. Oducado, R. M. (2020). Faculty Perception toward Online Education in a State College in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic. Universal Journal of Educational Research, 8(10), 4736–4742. doi:10.13189/ujer.2020.081044.
22. Nemec, R., Berkova, A. J., & Hubalovsky, S. (2020). Identification Elements Symmetry in Teaching Informatics in Czech Secondary School during the Covid-19 Outbreak from the Perspective of Students. Symmetry, 12, 1768. doi:10.3390/sym12111768.
23. Noor, S., Isa, F. M., & Mazhar, F. F. (2020). Online Teaching Practices During the COVID-19 Pandemic. Educational Process: International Journal, 9(3), 169–184. doi:10.22521/edupij.2020.93.4.
24. Rababah, L. (2020). Jadara University Students’ Attitudes towards the Use of Microsoft Teams in Learning English as a Foreign Language. Studies in Linguistics and Literature, 4(4), 59. doi:10.22158/sll.v4n4p59.
25. 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. doi:10.12928/eltej.v3i2.2349.
26. Smith, C., Hoderi, M., & Mcdermott, W. (2019). A Preliminary Study of Students Perception and Learning from Different Delivery Methods. Academy of Educational Leadership Journal, 23(2), 1C.
27. Soydal, R., Alır, G., & ÜNal, Y. (2012). Are Turkish universities ready for e-learning: A case of Hacettepe University Faculty of Letters. Information Services & Use, 31(3–4), 281–291. doi:10.3233/isu-2012-0659.
28. Toquero, C. M. (2021). Academic Silver Linings in a Philippine State University Amid the Early Stages of Pandemic Cases. Journal of Learning for Development- JL4D, 8(2), 448–455.
29. Wea, K. N., & Dua Kuki, A. (2021). Students’ Perceptions of Using Microsoft Teams Application in Online Learning During the Covid-19 Pandemic. Journal of Physics: Conference Series, 1842(1), 012016. doi:10.1088/1742-6596/1842/1/012016.
30. Yang, D., Lavonen, J. M., & H, N. (2018). Online learning engagement: Critical factors and research evidence from literature. Themes in ELearning, 11(1), 1–22.
31. Yen, T. V. M., & Nhi, N. T. U. (2021). The Practice of Online English Teaching and Learning with Microsoft Teams: From Students’ View. AsiaCALL Online Journal, 12(2), 51–57.
32. Yurieva, O., Musiichuk, T., & Baisan, D. (2021). Informal English Learning with Online Digital Tools: Non-Linguist Students. Advanced Education, 8(18), 90–102. doi:10.20535/2410-8286.223896.
Published
2022-04-04
How to Cite
[1]
Marc James R. Francisco 2022. Perceptions on the use of Microsoft Teams as a Platform for Learning English in Terms of Interaction and Learning Environment: a Quantitative Study. International Journal on Integrated Education. 5, 4 (Apr. 2022), 16-30. DOI:https://doi.org/10.17605/ijie.v5i4.2917.
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Copyright (c) 2022 Marc James R. Francisco
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