Assessing actual usage and satisfaction factors of Microsoft Teams in online learning

Abstract

This study examines the factors influencing students’ online learning using Microsoft Teams at the PLN Institute of Technology. Using primary data from 301 students, the study found that the use of Microsoft Teams improved student achievement and learning performance during the pandemic. The structural equation model (SEM) method tested the model with low validity, with all variables having an AVE value more than 0.5 and higher than the cross-loading factor valid, the outer model analysis demonstrated good convergent validity. Dependability and trustworthiness were shown by the composite reliability rating, which was over 0.70. Both perceived usefulness (PU) and perceived ease of use (PEOU) were shown to have a strong correlation, and the inner model analysis revealed positive path coefficient values without any weak variables. These results supported by hypothesis testing imply that lecturers can modify their curricula to enhance student performance in the event of a pandemic. There was shown to exist a strong relationship between the perceived ease of use and perceived usefulness.