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Social media use in higher education: building a structural equation model for student satisfaction and performance

Citation

Al-Rahmi, AM and Shamsuddin, A and Wahab, E and Al-Rahmi, WM and Alyoussef, IY and Crawford, JA, Social media use in higher education: building a structural equation model for student satisfaction and performance, Frontiers in Public Health, 10 Article 1003007. ISSN 2296-2565 (2022) [Refereed Article]


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Copyright Statement

Copyright © 2022 the authors. This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) License (https://creativecommons.org/licenses/by/4.0/). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

DOI: doi:10.3389/fpubh.2022.1003007

Abstract

Social media utilization at the student-level has become more prevalent contemporary higher education. Hence, this study is aimed at developing a specific model, along with the behavioral intention to use, to explore educational quality, actual social media use, and task-technology fit that affects student satisfaction and performance impact through examining the synergies of constructivism, user acceptance and usage of information technology, and technology acceptance. To test, a survey was administered to 430 students across five Malaysian universities. Through structural equation modeling, findings indicate that to improve student satisfaction and student performance through embedded social media, students need to have opportunities to collaborate on learning, have easy access to social media, perceive such use to be easy, and have aligned expectation on performance and effort. Interestingly, the actual social media use, was the only variable in the model that did not predict student satisfaction, despite its role in predicting student performance. The study highlights that constructivist learning, as well as task-technology fit over social media, enhances the students' learning experience and enables knowledge sharing and dissemination. The effect of using social media on student satisfaction and academic performance highlights that all students think that it is adequate for their instructors to improve their usage of social media tools. Therefore, we advocate learners and students employing social media for academic purposes with the help of lecturers at higher teaching organizations and institutions.

Item Details

Item Type:Refereed Article
Keywords:user acceptance, task-technology fit, social media, technology acceptance model, performance expectancy, performance impact, behavioral intention
Research Division:Education
Research Group:Education systems
Research Field:Higher education
Objective Division:Information and Communication Services
Objective Group:Media services
Objective Field:Internet, digital and social media
UTAS Author:Crawford, JA (Dr Joseph Crawford)
ID Code:153856
Year Published:2022
Web of Science® Times Cited:2
Deposited By:Management
Deposited On:2022-10-11
Last Modified:2022-12-02
Downloads:1 View Download Statistics

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