Responses to COVID-19 in Higher Education: Students’ Learning Experience Using Microsoft Teams versus Social Network Sites

Abstract

The long-lasting impact of COVID-19 forced governments to continue with distance learning. Due to the absence of a formal digital learning management system (DLMS), public universities in many countries adopted social network sites (SNSs), e.g., Facebook and WhatsApp, and/or digital communication platforms, e.g., Microsoft (MS) Teams and Zoom for teaching and learning. This research investigates students’ learning experiences and responses to course/s incorporating SNSs and MS Teams as a sole distance learning platform during COVID-19. An online, pre-tested, questionnaire was used, directed at bachelor students in public institutions in Egypt, offering tourism and hotel programs, who received their courses using both SNSs and MS Teams. The results showed that the usage of both SNSs and MS Teams helped students to access information and learning resources, have good impact on their knowledge construction and critical refection, and report overall positive learning experience. The results of paired-samples t-test showed statistically significant differences between students’ experiences of course/s incorporating SNSs and MS Teams. However, students recorded limited support by their educators and peers and low participation in course activities that adopted MS Teams. They also reported poor assessment and feedback with course/s that incorporated SNSs. Hence, several implications for scholars, policymakers, and educators were presented for achieving better learning experience and to cope with the pandemic or similar crises, especially in universities with poor infrastructure, including unavailability of DLMS.

FLOWER: An Approach for Enhancing E-Learning Experience Amid COVID-19

“…A plethora of research [ 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 ] has been undertaken to address the higher education institutions’ responses to COVID-19. While some previous research papers have highlighted the opportunities and challenges of distance learning as a response to COVID-19 [ 1 , 6 , 9 ], other research has highlighted the values of specific digital platforms adopted to ensure proper distance learning amid COVID-19 [ 2 , 3 , 4 ].…”

“…A plethora of research [ 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 ] has been undertaken to address the higher education institutions’ responses to COVID-19. While some previous research papers have highlighted the opportunities and challenges of distance learning as a response to COVID-19 [ 1 , 6 , 9 ], other research has highlighted the values of specific digital platforms adopted to ensure proper distance learning amid COVID-19 [ 2 , 3 , 4 ]. A study on developing countries’ content [ 1 ], i.e., India, confirmed the shift to distance learning and the promotion of technology-enabled learning for students, despite the limited resources and poor infrastructure, since this is the sole option for sustaining quality education.…”

“…Among these technological and digital platforms are the formal online learning management systems (FOLMS), e.g., Blackboard and Moodle, which were designed as learning platforms [ 3 ]. Other institutions adopted less costly collaborative digital platforms, e.g., Zoom, Microsoft Teams, and Google Classroom [ 4 ], whereas others adopted social networking sites or applications (SNS/A), e.g., Facebook and WhatsApp [ 5 ].…”

“…The long-lasting impact of the COVID-19 pandemic has forced higher education to continue with either full distance learning or blended learning (a mix of classroom and online learning) [ 4 ]. Choosing the proper tool for distance learning is crucial since this requires considering several criteria, such as efficiency, quality of service, cost, and protecting the data of participants, in addition to security [ 2 , 6 ].…”

Learning The Periodic System Elements With Microsoft Teams To Improve Learning Independence

“…This channel is accessible to all users. The chat feature found in Microsoft Teams serves as a substitute for short emails that allow teachers and students to interact and discuss (Sobaih et al, 2021).…”