Digital Collaboration, Competence, and Community: Perspectives from Higher Education Students and Faculty

Cloud-based collaboration tools have been quickly adopted in higher education, often out of necessity. However, insights into how students and faculty experience and utilize these technologies remain limited. This study aimed to enhance understanding of their specific needs by highlighting similarities and differences in technology use between both participant groups. Conducted within a qualitative case study framework, data were collected from 26 participants (19 students and 7 faculty members) through semi-structured interviews, field notes, and member-checking feedback. Data analysis involved open coding and theoretical integration techniques aligned with the Technology Acceptance Model and Communities of Practice theories. The research showed that multi-layered processes such as technology acceptance, digital literacy, group dynamics, tool-selection logic, and learning strategies work together. Findings indicated that participants initially adopted cloud-based tools out of necessity, then adopted them for perceived benefits and ease of use. Digital literacy levels greatly influenced perceptions of ease of use; the pandemic emerged as a significant transformative factor for both students and faculty. Although participants described collaboration as an ideal process based on equality, harmony, and shared responsibility, an imbalance in contributions was common in practice. Preferences for group formation highlight that the social aspect of collaboration is more influential than technological features. While students favored homogeneous groups, faculty preferred heterogeneous ones. Task-tool compatibility and habitual use were key factors in choosing tools and platforms; participants tended to use computers for productive tasks and phones for quick communication and minor adjustments. Video resources, trial-and-error approaches, and peer support were prominent learning strategies, and the pandemic has accelerated this learning process. In conclusion, adopting cloud-based collaboration tools involves a complex system in which individual technology acceptance and community-based social learning dynamics interact. To sustain digital transformation, it is recommended to support not only technical training but also trust-building, community activities, and transparent collaboration structures.