Perceptions and Usage of Moodle and Microsoft Teams by Students in a Rural South African University
DOI:
https://doi.org/10.51137/wrp.ijarbm.792Keywords:
Moodle, Microsoft Teams, Technology Acceptance Model, Rural University, Digital Learning, Student PerceptionsAbstract
This study investigates how commerce students at a historically disadvantaged institution (HDI) in rural South Africa view and use Moodle (WiSeUp) and Microsoft Teams. Based on the extended Technology Acceptance Model (eTAM), the research employs a quantitative, descriptive approach with data collected through a self-administered online questionnaire completed by 209 students. The findings show that Microsoft Teams promotes communication and teamwork, while Moodle is mainly used for assessments and accessing academic content. Both platforms are used together, despite their different functions. Although some usability issues were noted, students generally reported satisfaction and found the platforms useful. Importantly, students were more likely to actively engage with the platforms if they valued their usefulness. The results highlight the role of perceived usefulness in maintaining interest and demonstrate how both platforms contribute uniquely yet importantly to the educational experience. The study also recommends ongoing institutional support for both tools, emphasising their complementary strengths. Moodle should be strengthened for structured academic delivery, while MS Teams should be improved to foster collaborative learning. Enhancing usability through better training, support, and orientation, especially for students with limited digital experience, is also advised to sustain engagement. These insights help inform the development of more effective digital learning strategies in resource-constrained higher education settings.
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Copyright (c) 2026 Elsie Mbua Eposi, Obert Matarirano (Author)
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