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.
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. Copyright © 2022 Inderscience Enterprises Ltd.
ABSTRACT
The coronavirus pandemic has had a major impact on education. As a result of this crisis, instructors world-wide had to quickly adapt and shift to remote teaching. This paper presents and describes technologies (such as Microsoft Teams, Zoom, Virtual Worlds, etc.) to promote active student learning during a pandemic. It also provides general information about the coronavirus and the learning environment that it created.
ABSTRACT
HyFlex learning environments have been meeting the unique needs of students and institutions for nearly 20 years. However, it was the pandemic that gave HyFlex its widespread acceptance and application. Literature suggests that HyFlex may now be considered part of the new norm in education and therefore, further study is needed on how it affects both teaching and learning. Our flipped design thinking course leverages active learning requiring the instructor and students to interact extensively. We piloted a specific version of HyFlex we named "Interactive Synchronous HyFlex" where students can participate on a daily basis in person or synchronously online. In this specific instance of HyFlex we explore: (1) Does student academic performance differ in the HyFlex environment compared to the Face to Face only environment? And (2) Does student academic performance differ based on how they chose to participate in the HyFlex course? Data were collected for this quasi-experimental study design on overall semester grades and three significant design projects during the semester. We compared the course offered as a Face to Face only experience to the course offered as a HyFlex course enabling remote participation. Second, we parse students in the HyFlex course into two categories: those who did not participate remotely vs. those who participated remotely once or more times. Students in the HyFlex course had a significantly different grade distribution earning more A's and more F's than their Face to Face only counterparts. Given the positive results of the Interactive Synchronous HyFlex approach, we plan to continue implementing it in our introductory design course though we will increase our attention on the remote students as they may need additional scaffolding to be successful.
ABSTRACT
The Covid-19 has had a significant impact on teaching/learning processes around the world. As a result, education practitioners in Jordan and elsewhere have had to adapt quickly and switch to distance education: social media, including Facebook, Zoom, and Microsoft Teams. Social networks play an indispensable role in teaching/learning French as a Foreign Language, while providing a wide range of authentic materials. They make it easy for students to interact and provide the opportunity to discover online tools to develop their skills. Internet and all other forms of computer-mediated communication help learners to accelerate their acquisition, while being up-to-date and independent. However, as a result of our feedback from the field, it turned out that Zoom and Microsoft Teams play an important role in all kinds of interactions between teacher and students and between students themselves. These two applications allow a live interaction;as the classroom is virtual, participants will have the ability to exchange ideas in a synchronous manner. It is possible to create groups for each given course. In this article, we will try to highlight the positive aspects of using social networks, especially Facebook, to improve the skills of our learners in the French language department at the University of Petra. Then, the use of Zoom will be analyzed. Finally, and based on a theoretical and practical analysis of a group created in Microsoft Teams, the latter will be studied in order to show the positive aspects of any insertion of such an application in the Jordanian context. © 2022 DSR Publishers/ The University of Jordan.
ABSTRACT
Many faculty were forced to teach online with inadequate training or resources, affecting student academic performance because of COVID-19. The purpose of this qualitative, descriptive, embedded, single-site case study is to describe teaching online and the use of Microsoft Teams as a student engagement tool as perceived by the faculty in a rural middle school in North Carolina. This study explored how middle school teachers used Microsoft teams to engage students, perceived benefits and challenges, and best practices. Microsoft Teams was chosen because it was one of the most searched for online conference tools by educators during the pandemic. Questions were developed for an online survey, interviews, and a focus group. Data were collected from 19 teachers and administrators in one middle school. Using the adolescent community of engagement framework, interview data were analyzed with categorizing and connecting strategies. Findings indicated that teachers engaged students through MS Teams features of Livestream, chat box, recordings, student-teacher interaction, and class discussion. Using MS Teams included allowing students to be connected to the class, asking questions live, and allowing learning to continue during the pandemic, providing an emotionally safe environment. MS Teams provided interactive features of livestream and the chat box. The challenges of using MS Teams included unprepared teachers who had inadequate training, lacked time to plan and prepare and disengaged students. Students did not join livestreams because they had trouble logging in, navigating the tool, and attending was not required. Recommended practices include training teachers and students in using the features of MS Teams and incorporating interaction and collaboration into lessons. Future research could be repeated in another middle school in a non-pandemic environment in an online or hybrid course. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Hybrid approaches to teaching, where there is a proportion of online (asynchronous or synchronous) teaching as well as face-to-face synchronous teaching, were adopted almost ubiquitously by UK higher education institutions throughout the 2020/2021 academic year amidst disruption caused by national and international Covid-19 restrictions. One example of this was the introduction and use of software such as Microsoft (MS) Teams as a learning tool and platform to continue education provisions. As such, this study reports on the implementation of MS Teams to deliver a foundation year physical science curriculum within a hybrid learning context over the 2020/2021 academic year and within multiple learning contexts. In-built data analytics from MS Teams were used to measure student engagement and activity on the software. Additionally, a questionnaire was used to capture student perspectives of MS Teams and their use as a learning tool. These data show that the like-for-like replacement of face-to-face teaching with an online alternative within this hybrid approach did not produce a clear like-for-like learning environment for students, except in the case of small-group collaborations where students found clear utility for the platform. Significant thought needs to be given to the use of online and hybrid alternatives to traditional face-to-face instruction and, in order to facilitate student learning and engagement effectively, a bottom-up approach to redesign may be required instead of simply substituting teaching tools. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
ABSTRACT
Online synchronous classes and seminars are increasing in universities along with the outbreak of COVID-19. Since the online classes are not in-person condition, it is difficult for a teacher to monitor the learners. In the field of distance education, the need to support learner's concentration has been identified. More effective methods adapted to online classes in universities should be discussed. In this paper, we focus on the teacher's and learners' attention to the material in online real-time classes. We then propose a system that provides feedback on the differences in learners' gaze in order to improve the followability of learners. The proposed system assumes an online environment using Microsoft Teams PowerPointLive and acquires the "gazing point" at every slide-material and "page change history" of the teacher and learners. The results of using the proposed system suggest that it can improve the learner's followability to the teacher. © 2022 Proceedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2022. All rights reserved.
ABSTRACT
Microsoft released a new communication platform, Microsoft Teams, in 2017. Due in part to COVID-19, the popularity of communication platforms, like Microsoft Teams, increased exponentially. Given its user base and increased popularity, it seems likely that digital forensic investigators will encounter cases where Microsoft Teams is a relevant component. However, because Microsoft Teams is a relatively new application, there is limited forensic research on the application particularly focusing on mobile operating systems. To address this gap, an analysis of data stored at rest by Microsoft Teams was conducted on the Windows 10 operating system as well as on Android and Apple iOS mobile operating systems. Basic functionalities, such as messaging, sharing files, participating in video conferences, and other functionalities that Teams provides, were performed in an isolated testing environment. Cellebrite UFED Physical Analyzer and Magnet AXIOM Examine tools were used to analyze the mobile devices and the Windows device, respectively. Manual or non-automated investigation recovered, at least partially, the majority of artifacts across all three operating systems. In this study, a total of 77.6% of the populated artifacts were partially or fully recovered in the manual investigation. On the other hand, forensic tools used did not automatically recover many of the artifacts found with the manual investigation. Only 13.8% of artifacts were partially or fully recovered by the forensic tools across all three devices. These discovered artifacts and the results of the investigations are presented in order to aid digital forensic investigations.
ABSTRACT
The article compares education at the Faculty of Economics Matej Bel University before the pandemic and during the coronavirus pandemic. At the same time, it tries to outline what the education will look like after this situation is over. It finds out how the situation during the corona affected the education of economists and to what extent the changes it brought will be preserved in the future. The comparison of face-to-face and distance learning in 2019 and 2020 was made. This is because teaching in 2019 was carried out in a "classic ", face-to-face manner, and on the contrary, in 2020, after the closure of schools in March 2020, teaching at Matej Bel University was carried out only distance online method. To get the best possible view of the researched topic, several research methods were used: the examination of the LMS Moodle with using of various Learning Analytics tools and Questionnaire Research. The results showed that face-to-face education before the Covid pandemic and after this pandemic will no longer be the same because distance online education will also cause changes in face-to-face education in the post-pandemic period. Questionnaire research showed that up to 78% of part-time students and 61% of full-time students would like their study program to use elements of distance education in full-time study as well. Since this is a large group of students, their opinion will be considered in the future when fully returning to face-to-face teaching.
ABSTRACT
The article compares education at the Faculty of Economics Matej Bel University before the pandemic and during the coronavirus pandemic. At the same time, it tries to outline what the education will look like after this situation is over. It finds out how the situation during the corona affected the education of economists and to what extent the changes it brought will be preserved in the future. The comparison of face-to-face and distance learning in 2019 and 2020 was made. This is because teaching in 2019 was carried out in a "classic", face-to-face manner, and on the contrary, in 2020, after the closure of schools in March 2020, teaching at Matej Bel University was carried out only distance online method. To get the best possible view of the researched topic, several research methods were used: the examination of the LMS Moodle with using of various Learning Analytics tools and Questionnaire Research. The results showed that face-to-face education before the Covid pandemic and after this pandemic will no longer be the same because distance online education will also cause changes in face-to-face education in the post-pandemic period. Questionnaire research showed that up to 78% of part-time students and 61% of full-time students would like their study program to use elements of distance education in full-time study as well. Since this is a large group of students, their opinion will be considered in the future when fully returning to face-to-face teaching. © 2022,International Journal of Advanced Computer Science and Applications. All Rights Reserved.
ABSTRACT
This study aims to present and evaluate the experience of Al Ain University (AAU) uses of communication and education technologys in the transition from regular education to distance Learningdue to the closure in light of the outbreak of the Corona pandemic. The AAU has used Microsoft Teams Application to present lectures and for the management of the educational process and its outputs. It adopted the Lock Down Browser to secure the examination environment. The study applied the analytical descriptive approach of the procedures of AAU for transition to distance education, and the descriptive survey of a sample of faculty members and students and their evaluation of this experience. The study concluded that the transition of AAU to distance Learning was quick and easy;and the online education management systems, represented in Moodle Platform and the online portal, that the University already used, contributed to this transition. The results were as follows: Continuity of education, effective crisis management, raising the efficiency of faculty and administrative staff and university students in the use of communication and education technologys, and distance learning skills and software. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
Many faculty were forced to teach online with inadequate training or resources, affecting student academic performance because of COVID-19. The purpose of this qualitative, descriptive, embedded, single-site case study is to describe teaching online and the use of Microsoft Teams as a student engagement tool as perceived by the faculty in a rural middle school in North Carolina. This study explored how middle school teachers used Microsoft teams to engage students, perceived benefits and challenges, and best practices. Microsoft Teams was chosen because it was one of the most searched for online conference tools by educators during the pandemic. Questions were developed for an online survey, interviews, and a focus group. Data were collected from 19 teachers and administrators in one middle school. Using the adolescent community of engagement framework, interview data were analyzed with categorizing and connecting strategies. Findings indicated that teachers engaged students through MS Teams features of Livestream, chat box, recordings, student-teacher interaction, and class discussion. Using MS Teams included allowing students to be connected to the class, asking questions live, and allowing learning to continue during the pandemic, providing an emotionally safe environment. MS Teams provided interactive features of livestream and the chat box. The challenges of using MS Teams included unprepared teachers who had inadequate training, lacked time to plan and prepare and disengaged students. Students did not join livestreams because they had trouble logging in, navigating the tool, and attending was not required. Recommended practices include training teachers and students in using the features of MS Teams and incorporating interaction and collaboration into lessons. Future research could be repeated in another middle school in a non-pandemic environment in an online or hybrid course. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The Focus of this research to determine how Effective is online learning during pandemic using Microsoft Teams and Zoom applications that used by Teacher and Student. The methodology is using Technology Acceptance Model (TAM) to research the effect of innovation on user behavior. This research emphasizes to analyze how effective is online learning during pandemic covid-19 and which application is most used for teaching purpose and learning for student during pandemic covid 19. Research method used for this research is quantitative technique by information assortment utilizing questionnaire from Google form. The data will be processes using SPSS. We expect for the result can be reference for the future so Teacher and student can understand which application most used during pandemic covid-19 for Teaching and learning during pandemic covid-19. © 2022 IEEE.
ABSTRACT
The aim of this research is to study the acceptance of university students to use Microsoft Teams e-Learning system and their intention to use it as a Learning Management System (LMS) for education during the COVID-19 pandemic in Jordan. An ex-tended Technology Acceptance Model (TAM) with a blend of external factors that are used together for the first time was developed and used for the purpose of this study. TAM was used because of its wide use and success during the past few years for evaluating the influence of different factors affecting the acceptance and intention to use e-Learning platforms within educational institutes. However, all the studies were examining the variables and factors affecting the behavioral intention and acceptance to use LMSs when normal and conventional classroom study is available. In this research, seven external variables, in addition to the four TAM variables, were introduced in a model including one external variable, Internet Connectivity (IC), used for the first time in the field of education. A model is constructed by extending TAM with the introduced external variables, hypotheses are constructed and a questionnaire for 396 students at two universities in Jordan is conducted. Reliability, confirmatory factor, model fit, and hypothesized structural model analyses are presented. Results show that all the variables tested affect, either directly or indirectly, the acceptance and intention to use MS Teams during the pan-demic. 21 hypotheses were tested between the constructs and found significant except the relations between (Social Norm-Perceived Usefulness) and (Technical Support-Perceived Usefulness). © 2022 by the authors;licensee Growing Science, Canada.
ABSTRACT
The purpose of this chapter is to compare three giant video conferencing platforms, i.e., Google Meet, Microsoft Teams, and Zoom, as alternative teaching and learning tools during covID-19. Analyses were made for three main issues: systems requirements, teaching and learning features, and security features. Firstly, Zoom has relatively low hardware requirements for video conferencing. Secondly, five teaching and learning features make Zoom the preferred choice for educators. These five features include LMS integration with Zoom, breakout rooms in Zoom meetings, polling, recordings, and in-conference chat. Finally, Zoom users are more vulnerable to security issues as compared to other video conferencing participants. Based on overall assessment, Zoom has been considered a better choice for educational purposes. © KONINKLIJKE BRILL NV, LEIDEN, 2022.
ABSTRACT
Due to the COVID-19 pandemic, most universities needed to move to online teaching and learning, in some cases with very limited knowledge or experience in running online programmes. Engaging students online has become an imminent challenge that universities and academics are still trying to address. This paper reports on the findings from the experience of making the transition from an established collaborative learning activity delivered in a face-to-face environment to online collaborative learning supported by Microsoft Teams. Supported by an action research methodology, the paper evaluates this experience by comparing the outcomes of students' learning in the previous face-to-face and the online activities and the suitability of Microsoft Teams as a learning environment for collaborative learning for a postgraduate project management module. This research contributes to the growing knowledge of technology-enhanced learning by shedding light on how Microsoft Teams can support active and online collaborative learning in Higher Education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
This work-in-progress practice paper reports on the experiences of using Microsoft Teams to teach a large postgraduate class on database systems during the 2020/'21 academic year, under conditions when students and lecturers were in an enforced societal lock-down because of the COVID-19 pandemic. The class was made up of 167 students of 12 different nationalities from diverse backgrounds. Determined efforts were made to create an interactive online classroom experience through the use of quizzes, practical demonstrations, worked examples, and live discussion. The chat feature of Microsoft Teams was extensively used by students to pose and answer questions, as well as to communicate with each other outside of class time. An analysis of the chat log files is presented, looking at how factors such as gender and national culture influenced behaviour, and also looking at how participation in the chat impacted upon the sense of belonging and overall performance. © Proceedings of the 2021 AIS SIGED International Conference on Information Systems Education and Research.
ABSTRACT
Videoconferencing applications have seen a jump in their userbase owing to the COVID-19 pandemic. The security of these applications has certainly been a hot topic since millions of VoIP users’ data is involved. However, research pertaining to VoIP forensics is still limited to Skype and Zoom. This paper presents a detailed forensic analysis of Microsoft Teams, one of the top 3 videoconferencing applications, in the areas of memory, disk-space and network forensics. Extracted artifacts include critical user data, such as emails, user account information, profile photos, exchanged (including deleted) messages, exchanged text/media files, timestamps and Advanced Encryption Standard encryption keys. The encrypted network traffic is investigated to reconstruct client-server connections involved in a Microsoft Teams meeting with IP addresses, timestamps and digital certificates. The conducted analysis demonstrates that, with strong security mechanisms in place, user data can still be extracted from a client’s desktop. The artifacts also serve as digital evidence in the court of Law, in addition to providing forensic analysts a reference for cases involving Microsoft Teams. © 2022, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.
ABSTRACT
The Covid-19 pandemic moved the medical education into online and hybrid environments. We designed a solution based on live and timed multiple choice questions (MCQs) tests delivered through Microsoft Teams. At home, students were using a second internet-connected device (mobile phone) to fill in a complementary Google Form with identification data and the answers to the MCQs that kept unrolling on their computer screen. In the end, there was a 40-second period for answers submission, otherwise the application stopped accepting them. We processed 3137 tests for both first and second study year programs (61.6% Romanian and 38.4% English) with very positive feedback from students. Our method is highly scalable, with strictly paced and non-scrollable MCQs, and has automated results processing. Moreover, it provided students with MCQs answering training for future exams of this type, like the graduation or the residency ones, in a time when all final exams were regulated to be held in a classic oral manner.