Attractiveness of Collaborative Platforms for Sustainable E-Learning in Business Studies

Abstract

E-learning platforms have become more and more complex. Their functionality included in learning management systems is extended with collaborative platforms, which allow better communication, group collaboration, and face-to-face lectures. Universities are facing the challenge of advanced use of these platforms to fulfil sustainable learning goals. Better usability and attractiveness became essential in successful e-learning platforms, especially due to the more intensive interactivity expected from students. In the study, we researched the user experience of students who have used Moodle, Microsoft Teams, and Google Meet. User experience is, in most cases, connected with a person’s perception, person’s feelings, and satisfaction with the platform used. Data were collected using a standard UEQ questionnaire. With this research, we examined whether user experience factors: perceived efficiency, perceived perspicuity, perceived dependability, perceived stimulation, and perceived novelty affect perceived attractiveness, which is an important factor in the sustainability of e-learning tools. The collected data were processed using SmartPLS. The research study showed that all studied factors have a statistically significant impact on perceived attractiveness. Factor perceived stimulation has the strongest statistically significant impact on the perceived attractiveness of e-learning platforms, followed by perceived efficiency, perceived perspicuity, perceived novelty, and perceived dependability.

Perceived instructor presence, interactive tools, student engagement, and satisfaction in hybrid education post-COVID-19 lockdown in Mexico

“…This is accomplished through the utilization of various software platforms and tools. According to Sternad Zabukovšek et al [ 20 ], digital collaboration in higher education promotes connectivity between students and teachers, thereby increasing efficiency and promoting enhanced group dynamics and relationships within blended courses. For blended learning to be sustainable, they emphasize that students must embrace e-learning platforms and digital collaboration tools that facilitate interactivity.…”

A Model for the Acceptance and Use of Online Meeting Tools

“…Technological contribution is a measure of the extent to which employees expect online meeting tools to enrich the work environment, improve work processes and business results. Digital collaboration tools are an efficient solution for businesses with diverse work styles to assist their staff, and for employees located in various places to sustain their work procedures smoothly [57]. Online meeting tools' different features like breakout rooms, polls, screen sharing, chats, recording, mute button, and camera were all found to impact the students' communication quality, learning, and consequently their perceptions Considering the dimensions and definitions of the proposed theoretical acceptance model, it is claimed that the positive (employee-employee interaction) and negative (perceived employee barrier) reflections of employees' interactions with their colleagues, the positive (technological contribution) and negative (intense technology barrier) reflections of today's technologies on employees' business processes and business success, and the positive (adaptation to social and organizational changes) and negative (working life and work-life balance) reflections of post-pandemic remote/hybrid work models on employees and organizations have an impact on the perceived usefulness and perceived ease of use dimensions that predict employees' intention to use online meeting tools.…”

Student metacognition in online learning using website hyperlink facilities on Microsoft Team’s platform

“…The hyperlink menu in the platform helps organize information needed during the teaching and learning process. It supports metacognition enhancement by allowing students to access guidance and feedback through informative search queries (Sternad et. al., 2022).…”