Perspectives on an E-learning Platform for Higher Education in Phonm Penh City, Cambodia

Sophal  Phon; Thanawan  Phongsatha

doi:10.60027/ijsasr.2024.4296

Authors

Sophal Phon Graduate School of Business and Advanced Technology Management, Assumption University of Thailand https://orcid.org/0009-0007-9230-4632
Thanawan Phongsatha Graduate School of Business and Advanced Technology Management, Assumption University of Thailand https://orcid.org/0000-0003-3918-1796

DOI:

https://doi.org/10.60027/ijsasr.2024.4296

Keywords:

Microsoft Teams;, E-learning; , Utaut-2; , Higher Education;, Structural Equation Modeling (SEM);, Cambodia

Abstract

Background and Aim: A new era of education in Cambodia is being inaugurated via e-learning, offering access, flexibility, and cultural relevance never before possible. Investments in digital infrastructure, instructional materials, and digital literacy initiatives become essential as the nation grows to guarantee that the advantages of e-learning are experienced across every element of society. The path Cambodia is taking to become a digitally empowered education system is evidence of the transformative impact of e-learning in developing countries. This study aimed to explore the perceptions of undergraduate students regarding the Microsoft Teams e-learning platform in a public institution in Phnom Penh, Cambodia. The research also sought to assess students' perspectives about Microsoft Team for the e-learning platform in the context of the Unification of Theories of Acceptance of Usage Technology-2 (UTAUT2) framework. These aspects included performance expectancy, effort expectancy, social influence, facilitating conditions, price value, habit, trust, behavior intention, and satisfaction. The study focused on understanding the levels of trust and satisfaction that undergraduate students had in using Microsoft Teams for teaching and learning.

Materials and Methods: In this study, a total of 476 undergraduate volunteers participated in the study. The research utilized structural equation modeling (SEM) for hypothesis testing. Notably, the study identified a significant finding: Satisfaction did not mediate the relationship between Trust and Behavior Intention.

Results: The variables that exhibited a statistically significant influence on Behavioral Intention were Habit (p <.001) and Social Influence (p <.05). Additionally, Trust demonstrated a statistically significant influence on Satisfaction (p <.001). These results offer insightful information on the variables affecting undergraduate students' opinions and adoption of the Microsoft Teams e-learning environment in a public university. This study advances knowledge on how students' behavioral intentions and satisfaction in the setting of e-learning are influenced by trust, habit, and social influence.

Conclusion: The influence of habit on behavioral intention, with a p-value of less than 0.001, underscores the importance of routine and familiarity in students continued use of Microsoft Teams. The habitual integration of the platform into their academic routines signals a positive trend, emphasizing the impact of consistent usage patterns on sustained behavioral intention. Social influence, with a p-value less than 0.05, emerges as another influential factor shaping students' behavioral intentions toward Microsoft Teams. The support and influence from peers, instructors, and the broader academic community contribute significantly to the platform's acceptance and adoption. Moreover, the statistically significant influence of trust on satisfaction, with a p-value of less than 0.001, emphasizes the critical role trust plays in shaping students' satisfaction levels. Trust in the platform, its security measures, and its reliability directly contribute to a positive and satisfactory e-learning experience. These results collectively advance our understanding of the complex dynamics influencing students' perceptions and behaviors in the context of e-learning.

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