Acceptance of Digital Learning Tools in Higher Education: A Case Study of Microsoft Teams Application

Ahmet Ayaz; Fatih Demir; Ekrem Bahçekapılı; Ahmet Kamil Kabakuş

doi:10.16951/trendbusecon.1581151

TR EN

Yükseköğretimde Dijital Öğrenme Araçlarının Kabulü: Microsoft Teams Uygulamasına Yönelik Bir Vaka Çalışması

Öz

Bu çalışma, Birleşik Teknoloji Kabul ve Kullanım Teorisi (UTAUT) çerçevesini kullanarak bir yükseköğretim ortamında Microsoft Teams'in benimsenmesini araştırmaktadır. Özellikle performans beklentisi, çaba beklentisi, sosyal etki ve kolaylaştırıcı koşulların platformun kullanımını nasıl etkilediğini incelemektedir. Veriler 143 katılımcıyı içeren bir anket aracılığıyla toplanmış ve yapısal eşitlik modellemesi ile analiz edilmiştir. Bulgular, performans beklentisi, sosyal etki ve kolaylaştırıcı koşulların Microsoft Teams'i kullanma niyetini önemli ölçüde etkilediğini, buna karşın çaba beklentisinin etkilemediğini ortaya koymaktadır. Sonuçlar, performanslarını ve üretkenliklerini artırması, sosyal etkilerin (akran ve fakülte teşviki gibi) olumlu olması ve gerekli teknolojik altyapının mevcut olması durumunda hem öğrencilerin hem de eğitimcilerin Microsoft Teams'i benimseme olasılıklarının daha yüksek olduğunun altını çizmektedir. Çaba beklentisinin etkisinin olmaması, kullanıcıların platformu yeterince sezgisel bulabileceğini ve böylece onunla etkileşim kurmak için gereken algılanan çabayı en aza indirebileceğini göstermektedir. Bu içgörü, sorunsuz kullanıcı deneyimlerine odaklanan kurumlar için özellikle değerlidir. Dijital dönüşümler planlayan eğitim kurumları, performansı artıran özelliklere öncelik vermeli, sosyal işbirliğini desteklemeli ve başarılı bir şekilde benimsenmesini sağlamak için sağlam bir altyapı sağlamalıdır. Kurumlar, stratejilerini kullanıcı beklentileri ve altyapı ihtiyaçları ile uyumlu hale getirerek etkili dijital öğrenme için daha elverişli bir ortam yaratabilirler.

Anahtar Kelimeler

Microsoft Teams , Teknoloji Kabulü , Yükseköğretim , UTAUT , Video Konferans

Acceptance of Digital Learning Tools in Higher Education: A Case Study of Microsoft Teams Application

Abstract

This study explores the adoption of Microsoft Teams within a higher education setting using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. It specifically examines how performance expectancy, effort expectancy, social influence, and facilitating conditions influence the platform's usage. Data were collected through a survey involving 143 participants and analyzed via structural equation modeling. Findings reveal that performance expectancy, social influence, and facilitating conditions significantly impact the intention to use Microsoft Teams, whereas effort expectancy does not. The results underscore that students and educators alike are more likely to adopt Microsoft Teams if it enhances their performance and productivity, if social influences (such as peer and faculty encouragement) are favorable, and if the required technological infrastructure is in place. Effort expectancy’s lack of influence suggests that users may find the platform sufficiently intuitive, thus minimizing the perceived effort required to engage with it. This insight is particularly valuable for institutions focusing on seamless user experiences. Educational institutions planning digital transformations should prioritize performance-enhancing features, support social collaboration, and ensure robust infrastructure to promote successful adoption. By aligning their strategies with user expectations and infrastructure needs, institutions can create a more conducive environment for effective digital learning.

Keywords

Microsoft Teams , Technology Acceptance , Higher Education , UTAUT , Video Conference

Kaynakça

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. [CrossRef]
Alsyouf, A., & Ku Ishak, A. (2018). Understanding EHRs continuance intention to use from the perspectives of UTAUT: Practice environment moderating effect and top management support as predictor variables. International Journal of Electronic Healthcare, 10(1), 92-175. [CrossRef]
Altunışık, R., Coşkun, R., Bayraktaroğlu, S., & Yıldırım, E. (2012). Sosyal bilimlerde araştırma yöntemleri: SPSS uygulamalı (7. Baskı). Sakarya Yayıncılık.
Ayaz, A., & Yanartaş, M. (2020). An analysis on the Unified Theory of Acceptance and Use of Technology theory (UTAUT): Acceptance of electronic document management system (EDMS). Computers in Human Behavior Reports, 2, 100032. [CrossRef]
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. [CrossRef]
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. [CrossRef]
Gharaibeh, M. K. (2023). Measuring student satisfaction of Microsoft Teams as an online learning platform in Jordan: An application of UTAUT2 model. Human Systems Management, 42(2), 159-171. [CrossRef]
Hair, J., Black, W., Babin, B., & Anderson, R. (2010). Multivariate data analysis: A global perspective. Pearson.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. [CrossRef]

Iacobucci, D., & Duhachek, A. (2003). Advancing alpha: Measuring reliability with confidence. Journal of Consumer Psychology, 13(4), 478-487. [CrossRef]
Jain, V., & Jain, P. (2022). From Industry 4.0 to Education 4.0: Acceptance and use of videoconferencing applications in higher education of Oman. Journal of Applied Research in Higher Education, 14(3), 919-938. [CrossRef]
Jacques, S., Ouahabi, A., & Lequeu, T. (2021, April). Synchronous E-learning in Higher Education during the COVID-19 Pandemic. In 2021 IEEE Global Engineering Education Conference (EDUCON) (pp. 1102-1109). IEEE. [CrossRef]
Jeljeli, R., Farhi, F., Setoutah, S., & Laghouag, A. A. (2022). Microsoft Teams’ acceptance for the e-learning purposes during Covid-19 outbreak: A case study of UAE. International Journal of Data and Network Science, 6(2), 247-256. [CrossRef]
Keerio, M. U., Bajwa, M. S. B., Mugheri, N. H., Memon, R. H., Bhayo, M. A., & Samo, K. A. (2022). Evaluating students’ perceptions of Microsoft Teams for online academics improvement. Pakistan Journal of Engineering and Technology, 5(1), 56-67. [CrossRef]
Keskinkılıç, M., & Kuk, M. (2023). Eğitimde dijital dönüşüm ve EBA farkındalık düzeyinin belirlenmesi. Afyon Kocatepe Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 25(1), 24-39. [CrossRef]
Laurencia, K., & Sudarto, S. (2021). Intention to use Microsoft Teams in the online learning system for students of Universitas Tarumanagara during the COVID-19 pandemic. In Proceedings of the International Conference on Economics, Business, Social, and Humanities (ICEBSH 2021) (pp. 25-30). [CrossRef]
Mahmud, M. M., & Wong, S. F. (2021). Fusing the jigsaw method and microsoft teams: a promising online pedagogy. International Journal of Learning, Teaching and Educational Research, 20(11), 272-287. [CrossRef]
Mahmud, M. M., & Wong, S. F. (2023). Through the lens of students: MS Teams as a sustainable pedagogical tool. In 2023 11th International Conference on Information and Education Technology (ICIET 2023) (pp. 104-108). [CrossRef]
Marcinkovic, B., Abersek, B., & Pesek, I. (2021). The satisfaction of primary school teachers with the introduction and use of MS Teams in distance education. In 2021 44th International Convention on Information, Communication and Electronic Technology (MIPRO 2021) - Proceedings (pp. 762-767). [CrossRef]
Mardhiyyah, A., Sulistyani, S., Wicaksono, A., & Khoiriyah, K. (2022). Student learning experience through Microsoft Teams during the pandemic era. Premise: Journal of English Education, 11(3), 5865. [CrossRef]
Ndovela, N., Risinamhodzi, D. T., & Matobobo, C. (2022). Impact of using Microsoft Teams for teaching and learning: A case of WSU Butterworth Campus. In EDUNINE 2022 - 6th IEEE World Engineering Education Conference: Rethinking Engineering Education After COVID-19: A Path to the New Normal, Proceedings (pp. 321-326). [CrossRef]
Nunnally, J. C. (1978). An overview of psychological measurement. In Clinical diagnosis of mental disorders (pp. 97-146). Springer. [CrossRef]
Nurdiansyah, D. (2023). The investigation of the acceptance of students against Microsoft Teams learning with the SEM-PLS approach. VYGOTSKY, 5(1), 27-42. [CrossRef]
Oliemat, A., Khasawneh, S., Alkhazaleh, M., Abu-Alruz, J., & Hamadneh, N. (2024). Microsoft teams as an online education system in higher education: The case for Jordan. International Journal of Education and Practice, 12(3), 851-863. [CrossRef]
Or, C., & Chapman, E. (2022). Development and validation of an instrument to measure online assessment acceptance in higher education. British Journal of Educational Technology, 53(5), 1412-1431. [CrossRef]
Pal, D., & Vanijja, V. (2020). Perceived usability evaluation of Microsoft Teams as an online learning platform during COVID-19 using system usability scale and technology acceptance model in India. Children and Youth Services Review, 119, 105535. [CrossRef]
Van Pham, A. T. (2023). Using Microsoft Teams as a learning management system in English courses: A story from a vocational school. In ACM International Conference Proceeding Series (pp. 65-70). [CrossRef]
Rodriguez-Segura, L., Zamora-Antuñano, M. A., Rodriguez-Resendiz, J., Paredes-García, W. J., Altamirano-Corro, J. A., & Cruz-Pérez, M. Á. (2020). Teaching challenges in COVID-19 scenery: Teams platform-based student satisfaction approach. Sustainability, 12(18), 7514. [CrossRef]
Rojabi, A. R., Setiawan, S., Munir, A., Purwati, O., & Widyastuti. (2022). The camera-on or camera-off, is it a dilemma? Sparking engagement, motivation, and autonomy through Microsoft Teams videoconferencing. International Journal of Emerging Technologies in Learning, 17(11), 19-33. [CrossRef]
Sobaih, A. E. E., Salem, A. E., Hasanein, A. M., & Abu Elnasr, A. E. (2021). Responses to COVID-19 in higher education: Students’ learning experience using Microsoft Teams versus social network sites. Sustainability, 13(18), 10036. [CrossRef]
Stramkale, L. (2023). University students’ perspectives on online learning via the Microsoft Teams platform. Journal of Education Culture and Society, 14(1), 400-414. [CrossRef]
Suwarno, S. (2022). Application of the UTAUT model for acceptance analysis of COBIT implementation in e-learning management with Microsoft Teams on distance learning in Batam City. Khazanah Informatika: Jurnal Ilmu Komputer Dan Informatika, 8(1), 40-51. [CrossRef]
Thu Pham, T. B., Dang, L. A., Le, T. M. H., & Le, T. H. (2020). Factors affecting teachers’ behavioral intention of using information technology in lecturing-economic universities. Management Science Letters, 10(3), 5267. [CrossRef]
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. [CrossRef]
Wijayanto, Y. R., Andayani, A., & Sumarwati, S. (2021). Utilization of Microsoft Teams 365 as an alternative for distance learning media amid the Covid-19 pandemic. International Journal of Multicultural and Multireligious Understanding, 8(2), 215-223. [CrossRef]
Yansyah, M. (2022). Effectiveness of teacher performance management in the implementation of student learning. Journal Corner of Education, Linguistics, and Literature, 1(4), 67-81. [CrossRef]

Ayrıntılar

Birincil Dil

İngilizce

Konular

İşletme

Bölüm

Araştırma Makalesi

Yazarlar

Ahmet Ayaz ^*
0000-0003-1405-0546
Türkiye

Fatih Demir
0000-0001-7551-0302
Türkiye

Ekrem Bahçekapılı
0000-0002-7538-1712
Türkiye

Ahmet Kamil Kabakuş
0000-0003-3209-0672
Türkiye

Erken Görünüm Tarihi

14 Nisan 2025

Yayımlanma Tarihi

15 Nisan 2025

Gönderilme Tarihi

7 Kasım 2024

Kabul Tarihi

24 Aralık 2024

Yayımlandığı Sayı

Yıl 2025 Cilt: 39 Sayı: 2

DOI

https://doi.org/10.16951/trendbusecon.1581151

IZ

https://izlik.org/JA38EJ96BB

APA

Ayaz, A., Demir, F., Bahçekapılı, E., & Kabakuş, A. K. (2025). Acceptance of Digital Learning Tools in Higher Education: A Case Study of Microsoft Teams Application. Trends in Business and Economics, 39(2), 220-230. https://doi.org/10.16951/trendbusecon.1581151

Content of this journal is licensed under a Creative Commons Attribution 4.0 International License

29928

Yükseköğretimde Dijital Öğrenme Araçlarının Kabulü: Microsoft Teams Uygulamasına Yönelik Bir Vaka Çalışması

Öz

Anahtar Kelimeler

Acceptance of Digital Learning Tools in Higher Education: A Case Study of Microsoft Teams Application

Abstract

Keywords

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Erken Görünüm Tarihi

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster