Students’ perceived impact of learning and satisfaction with blogs

Abstract

Purpose

Students’ use of blogging tools in learning environments is increasing across the world. The purpose of this paper is to contribute to the literature by examining the effects of relevant factors that engender satisfaction and positive impacts of the technology for learning.

Design/methodology/approach

A cross-sectional survey was used to collect data from 108 undergraduate students taking a management information systems course. The partial least squares technique of structural equation modelling was used to test the reliability and validity of the data, and the study’s hypothesised relationships or paths.

Findings

This study revealed that perceived enjoyment, compatibility, usefulness, ease of use, and confirmation have positive influence on students’ satisfaction with blog use. Perceived enjoyment had the greatest influence on students’ satisfaction with blog use for learning. Perceived impact on learning was positively influenced by perceived ease of use, enjoyment, and satisfaction.

Originality/value

A limited amount of empirical research has focussed on students’ perceptions of satisfaction and perceived impact on learning through blog use in higher educational contexts. This study adds to the growing literature in this area of study.

Citation

Ifinedo, P. (2017), "Students’ perceived impact of learning and satisfaction with blogs", International Journal of Information and Learning Technology, Vol. 34 No. 4, pp. 322-337. https://doi.org/10.1108/IJILT-12-2016-0059