Title: Factors related to tertiary education teachers' use of the Microsoft Teams platform

Authors: Adil Youssef Sayeh; Hassane Razkane; Mohamed Yeou; Najat Mokhtari

Addresses: Applied Language and Culture Studies Lab, Chouaib Doukkali University, B.P. 27, Avenue Jabrane Khalil Jabrane, 24000 El Jadida, Morocco ' Applied Language and Culture Studies Lab, Chouaib Doukkali University, B.P. 27, Avenue Jabrane Khalil Jabrane, 24000 El Jadida, Morocco ' Applied Language and Culture Studies Lab, Chouaib Doukkali University, B.P. 27, Avenue Jabrane Khalil Jabrane, 24000 El Jadida, Morocco ' Applied Language and Culture Studies Lab, Chouaib Doukkali University, B.P. 27, Avenue Jabrane Khalil Jabrane, 24000 El Jadida, Morocco

Abstract: Previous research disclosed that teachers faced challenges while using different learning management systems during the COVID-19 outbreak. This study investigated teachers' perceptions of Microsoft Teams' functionalities and the extent to which they are related to teachers' time spent on it as well as the various factors associated with their syllabus coverage. Situated within human-computer interaction theory, 157 university teachers at Chouaib Doukkali University, Morocco, were administered a questionnaire that measured their perception of the functionalities offered by Microsoft Teams. Results indicated that teachers' perceptions of the functionalities offered by learning management systems also play an intervening variable in the deployment of these tools in teaching. Hence, this paper calls for an extension and re-adaptation of existing models such as the technology acceptance model and the system usability scale to include an evaluation of the functionalities offered by these tools.

Keywords: Microsoft Teams; learning management systems; LMS; usability; emergency remote teaching; functionalities; e-learning tools; system usability scale; SUS; technology acceptance model; TAM; university teachers.

DOI: 10.1504/IJLT.2022.129111

International Journal of Learning Technology, 2022 Vol.17 No.4, pp.360 - 382

Received: 24 Jan 2022
Received in revised form: 22 May 2022
Accepted: 21 Jun 2022
Published online: 20 Feb 2023 *

Full-text access for editors Full-text access for subscribers Purchase this article Comment on this article