Received: 29 January 2019
DOI: 10.1111/hequ.12228
ARTICLE
Impact of social media use on student satisfaction
in Higher Education
Shahedur Rahman
College of Business, Prairie View A&M
University, Prairie View, Texas
Higher Educ Q. 2019;00:1–16.
| Revised: 21 June 2019 | Accepted: 3 July 2019
| Thiagarajan Ramakrishnan | Louis Ngamassi
Abstract
Social media has transformed the communication landscape
for institutions of Higher Education by providing improved
teaching and learning experience. However, very little is
known as to whether the use of social media by Higher
Education students improves their satisfaction. Grounded
in social media, risk and technology acceptance literature,
this paper examines Higher Education students' perceptions
of social media use (SMU) and the impact of SMU on their
satisfaction. Data collected from the students were ana-
lysed using Structural Equation Modelling. The study finds
that: (1) perceived usefulness of social media has positive
effect on the use of social media in student learning; (2) per-
ceived risk of using social media discourages the use of the
tool, and (3) SMU has positive effect on student satisfaction.
The study further discusses the theoretical and practical im-
plications of these findings.
Résumé
Les médias sociaux ont transformé le paysage de com-
munication au sein des établissements d'enseignement
supérieur. Cependant, on sait très peu si l'utilisation de
ces médias par les étudiants améliore leur satisfaction. Se
basant sur la littérature relative aux médias sociaux, aux
risques, et à l'adoption de la technologie, cet article examine
la perception des étudiants de l'enseignement supérieur sur
l'utilisation des médias sociaux et l'impact de leur utilisation.
Des données recueillies auprès des étudiants ont été analy-
sées à l'aide de la modélisation par équation structurelle.
wileyonlinelibrary.com/journal/hequ © 2019 John Wiley & Sons Ltd | 1
2 | RAHMAN et al.

L'étude conclut que: (i) la perception de l'utilité des médias

sociaux a un effet positif sur l'utilisation de ces médias par
les étudiants pour leur éducation; (ii) la perception du risque
lié à l'utilisation des médias sociaux décourage leur utilisa-
tion, et (iii) l'utilisation des médias sociaux a un effet positif
sur la satisfaction des étudiants. L'étude discute en outre les
implications théoriques et pratiques de ces résultats.

1 | I NTRO D U C TI O N

Student satisfaction (SS) is becoming an important objective for institutions of higher learning (Guo, 2016). It is a
major challenge for Higher Education institutions as it is one of the major sources of competitive advantage that
leads to student retention (Arambewela & Hall, 2009). Research shows that when students are satisfied, they
intend to stay in the Higher Education institution (Martirosyan, Saxon, & Wanjohi, 2014). SS is the favourability
of a student's subjective evaluation of the various outcomes and experiences associated with education (Elliott &
Shin, 2002). Most important factors that affect SS are quality of classroom delivery, quality of feedback given to
students and student–faculty relationships in the classroom (Hill, Lomas, & Macgregor, 2003; Siming, Niamatullah,
Gao, Xu, & Shaf, 2015). It is important for Higher Education institutions to assess whether the students are sat-
isfied with the learning environments as the student success largely depends on the effectiveness of faculty's
teaching attitude, teaching materials and technology (Guo, 2016). Students are more likely to be satisfied if the
faculty can effectively engage them with their course work. The more engaged the students are in the learning,
the more likely they are able to learn and be satisfied (Jankowski, 2017). It is, therefore, vital that the faculty adopt
teaching practices that create such learning environments.
Technology has changed the way educators are teaching and the way students are learning as it has the poten-
tial to enhance the learning experience of students (Glover, Hepplestone, Parkin, Roger, & Irwin, 2016). With the
increased use of mobile devices among learners, particularly the millennials, traditional ways of providing learning
materials through learning management systems (LMS) are proving less effective in creating effective learning
environments as LMS have limitations such as being less student centred and allowing specified activities that
decrease learning effectiveness (Yasar & Adiguzel, 2010). The majority of students in the Higher Education insti-
tutions in the United States (US) have received education on the use of technology as part of their K‐12 education
programme, and their familiarity with the technology from such young ages are challenging the traditional ways
and necessitating the efficient use of computers and communication technologies (Elci & Devran, 2014). Although
institutions of higher learning have been using LMS to facilitate student learning, many of the commonly used
teacher‐centred systems do not offer Web 2.0 characteristics such as rich user experience, user participation (stu-
dent–student and faculty–student interaction) and dynamic content (Anderson & Dron, 2017). The features of the
Web 2.0 technology make the social media applications more attractive and superior to LMS (Pilli, 2014). Despite
such benefits from the use of such technology, universities are not actively adopting it (Tess, 2013) even though
they may not lack infrastructure to incorporate the technology as part of their learning platforms. This may be due
to their view that social media is better suited for socialising than for academic purposes (Hew, 2011) as students
prefer to keep their social and academic lives separate with regard to their use of social media (Dahlstorm et al.,
2015). Besides, educators may be reluctant to use social media as the use of such tools may dissatisfy students due
to privacy‐related issues associated with the use of such tools. Therefore, a clear understanding of what motivates
the students to use social media and whether the use of social media enhances their satisfaction is essential.
RAHMAN et al. | 3

Although research shows strong evidence that social media such as Facebook, as a student learning tool, offers
many benefits (Chugh & Ruhi, 2018; Hamid, Waycott, Kurnia, & Chang, 2015; Smith, 2016), little is known about
the perception of students regarding the use of social media in the learning environment and whether social media
use (SMU) in a classroom setting impacts their satisfaction. The purpose of this study was to investigate students'
view on the use of social media in Higher Education and the impact of such use on their satisfaction. The study also
sought to identify the key drivers for SMU in the student learning environment to improve their satisfaction. We
developed our research model drawing on Davis' (1986) technology acceptance model (TAM) and the literature on
SMU in education and the deterrence to use social media (perceived risk (PR) of using social media).
The paper is structured as follows. First, we discuss previous research on social media with an emphasis on its
potential as a learning tool for Higher Education students. Then, we present our research model and methodology,
followed by a presentation of the results. In the final sections, we discuss our findings, provide implications of the
study, reflect on the limitations, and provide future research directions.

2 | LITE R AT U R E R E V I E W

2.1 | Social media

Social media is broadly used to describe technological systems that are related to collaboration and community
(Joosten, 2012). Kaplan and Haenlein (2010) define social media as ‘internet based applications that allow the
creation and exchange of content which is user generated’. Social media is also described by other names such
as social networking sites (SNS), blogs, wikis, multimedia platforms, virtual game worlds and virtual social worlds
(Ngamassi, Ramakrishnan, & Rahman, 2016; Tess, 2013). Some researchers use the more inclusive term Web 2.0
when referring to SNS and other social media (Gruzd, Staves, & Wilk, 2011; Hemmi, Bayne, & Land, 2009; Kaplan
& Haenlein, 2010). SNS are web‐based services which allow users to make their personal profiles, create rich
content and share messages by connecting with other users using the services (Boyd & Ellison, 2007). SNS such
as Facebook, Twitter, MySpace, YouTube, Flickr, Skype, Wiki, blogs, Delicious and Second Life are widely used for
gathering and disseminating information, learning through collaboration and making online social and professional
connections (Cao, Ajjan, & Haya, 2013).

2.2 | Social media in Higher Education

Educators at institutions of higher learning have always faced the challenge of how to best communicate with the
students (Hodges, 2011). Social media provides them with the tools to communicate with the students quickly
and make their classrooms more engaging. Two of the most widely used social media applications in institutions of
higher learning for entertainment and learning are Facebook and Twitter (Cao & Hong, 2011; Dahlstrom, 2012). A
survey of 3,000 students from across the US shows that 90 per cent of Higher Education students use Facebook
and 37 per cent use Twitter (Dahlstrom, Brooks, Grajek, & Reeves, 2015). Higher Education faculty members also
have adopted social media applications for their personal, professional and teaching purposes. According to a
2012 Pearson report, 88 per cent of faculty members in the US use institutional and user‐generated videos that
they find online, through recommendation, or using online rating and comments (Moran et al., 2012). Another
study by Barnes and Lescault (2011) shows that 100 per cent of four‐year accredited US institutions use some
form of social media.

2.3 | Social media benefits for Higher Education

Social media is seen by many as a powerful driver of change for teaching and learning because of its associated
characteristics of openness, interactivity and sociability (Manca & Ranieri, 2016). It can be used as a pedagogical
4 | RAHMAN et al.

tool to engage students both inside and outside the classroom leading to an enriched student learning experi-
ence, better ability for faculty to connect with students, and improved educational outcomes (Al‐Bahrani, Patel, &
Sheridan, 2015; Redecker, Ala‐Mutka, & Punie, 2010; Stathopoulou et al., 2019; Taylor et al., 2012). Al‐Bahrani and
Patel (2015) provide general guidelines with regard to how social media can be incorporated into a course. Even
though there is still reluctance on the part of faculty and students to use social media in formal academic learning,
many still view social media as holding great promise for student–faculty interactions (Hurt et al., 2012; Sarapin &
Morris, 2015) and as resources in the learning process (Sanchez, Cortijo, & Javed, 2014). Research shows that the
use of social media such as Facebook and Twitter as educational tools has positive impact on student engagement
and improves communication between faculty and students (Annetta, Minogue, Holmes, & Cheng, 2009; Chen,
Lambert, & Guidry, 2010; Hew, 2011; Junco, 2012; Junco, Helbergert, & Loken, 2011; Patera, Draper, & Naef,
2008). A study by Rinaldo, Tapp, and Laverie (2011) supports that social media such as Twitter can be a powerful
and effective pedagogical tool. Therefore, there is an increasing interest among educators at institutions of higher
learning in the use of social media as an educational tool (Aydin, 2012; Tess, 2013). A study by Seaman and Tinti‐
Kane (2013) shows that the number of faculty members making use of social media in their teaching is increasing.
The rationale for using social media is that social media provides multiple formats, directions and channels of com-
munication that can enhance student learning experience and educational outcomes (Cao et al., 2013). Another
benefit that social media offers is that students can post questions and answers on class web page or blog, where a
student struggling with a topic covered in the class can seek help from other classmates to understand the topic or
solve a problem. A social media‐enriched interactive learning setting can enhance dynamic vertical (faculty–stu-
dent) and horizontal (student–student) interactions. Such a learning setting ensures active student learning that
improves SS leading to better learning outcomes (Redecker et al., 2010) as social media provides advantages over
conventional methods (e.g., lectures, written content and face‐to‐face communications) with new opportunities
and outlets for creativity (Cao et al., 2013). A recent review of major findings of 29 dissertations relating to SMU
for education concluded that most of these studies found positive outcomes (Piotrowski, 2015). Studies suggest
that use of social media in educational settings offers the following benefits (Dunn, 2013; Legaree, 2014; Shah,
Ahmad, Shabgahi, & Cox, 2016; Willems & Bateman, 2011): (i) increased communication between instructors
and students, (ii) fast communication between instructors and students and between students and students, (iii)
sense of community and increased collaboration between students, (iv) accelerated sharing of information, and
(v) a means for students to engage with course materials outside of the classroom. Another study shows that 70
per cent of students felt that social media was an acceptable learning tool to build the curriculum on and the same
percentage found that it increased retention in lessons (Mazman & Usluel, 2010). Pedagogical and technology
adoption theories provide the basis for the use of social media in Higher Education (Cao et al., 2013). Pedagogical
theories support the use of social media in enhancing student learning experience (Redecker et al., 2010; Taylor
et al., 2012) and technology adoption theories explain the adoption intention and use of social media by faculty
to improve the student learning experience (Ajjan & Hartshorne, 2008; Giannakos & Vlamos, 2012; Park, Nam,
& Cha, 2012). Learner‐centred and social media‐enriched interactive learning settings can enhance dynamic fac-
ulty–student and student–student interactions, which results in deeper and better learning on the part of the
students (Redecker et al., 2010).
However, despite the evidence that social media can be used as an engagement and learning tool, very little
is known as to whether the tool leads to SS. Most of the studies done using pedagogical theories focus on the
benefits of using social media in the classroom, whereas the studies done using technology acceptance theories
examine the adoption of social media in the classroom from the faculty perspective. There are not many com-
prehensive studies that examine the motivation for students to use social media in classroom settings. Further,
there is not enough evidence in the literature that investigates the relationship between the use of social media by
students for learning purpose and their satisfaction in the course that social media is used for. Therefore, in this
study, we draw on the literature on technology acceptance and risk to address this gap. The next section explains
our research model.
RAHMAN et al. | 5

3 | TH EO R E TI C A L FR A M E WO R K A N D H Y P OTH E S E S

In our study, the dependent variable is SS. We operationalised SS as the degree of their satisfaction with regards
to their interaction with the faculty as well as with other students and course content and delivery. We examine
SS in terms of overall in‐class experience in taking the course. This includes students' perception regarding the
quality of the content, course delivery, their interaction with other fellow students, their interaction with the
faculty, and their experience in using the technology to support collaborative learning. Davis' TAM (1986) and
the literature on risk were used to develop our research model and the hypotheses. The TAM has its roots in the
theory of planned behaviour (TPB) and theory of reasoned action (TRA). TPB links an individual's beliefs with
his/her behaviour (Ajzen, 1991). Similarly, TRA links an individual's behaviour based on his/her attitudes (Ajzen &
Fishbein, 1980). Based on these two theories, Davis (1986) developed his TAM model which focuses on how users
accept and use technology. In our paper, we focus on the acceptance of technology (social media) by students
for improving their learning experience. As such, the TAM is a good starting point for examining the use of social
media for educational purposes. Prior literature has shown the TAM to be very effective in revealing the factors
that lead to the acceptance and use of technology because the TAM is designed to accurately explain information
technology adoption within various organisations, cultural settings, technology context and different expertise
levels (Boonsiritomachai & Pitchayadejanant, 2017). Although the TAM provides us with a good case for accept-
ing technology, it does not shed light on reasons why an individual may not be inclined to use technology. In a
classroom setting when we are examining how we can improve students' learning through the use of social media,
it is also important to address any issues the students may have that can work as a deterrent for the use of social
media. The TAM does not identify the deterrents of technology. In order to provide the students with the best
learning experience, it is important to assuage any concerns the students may have regarding the use of the tech-
nology in question. From a risk perspective, the focus of this paper is to identify factors that can act as deterrents
to the use of social media in a classroom setting by the students. In this paper, we use the construct perceived
risk (PR) to examine the literature and identify factors that can work as a deterrent to the use of social media in
the classroom setting. Some factors like privacy, distraction and students' doubt regarding the appropriateness of
using social media in classroom, as captured by this construct, have been identified in the prior literature as factors
that may act as deterrents to the use of social media in the classroom (Au, Lam, & Chan, 2015; Davis, Deil‐Amen,
Rios‐Aguilar, & Gonzalez‐Canche, 2012; Feng et al., 2019; Moran et al., 2012; Sobaih, Moustafa, Ghandforoush,
& Khan, 2016; Wang & Herrando, 2019). For example, even though the privacy settings of Facebook allow users
to control what is restricted or what can be viewed, these settings are not always understood due to a dearth
of technical makeovers and as a result, users inadvertently allow access to restricted content (Debatin, Lovejoy,
Horn, & Hughes, 2009; Kumar, Saravanakumar, & Deepa, 2015). Thus, this model will give us a whole picture on
how to incorporate social media in the classroom for improved SS. Therefore, in our research, the TAM examines
how students perceive social media for classroom usage and the literature on risk focuses on deterrents of SMU.
Figure 1 provides our research model.

PERCEIVED EASE OF USE

PERCEIVED USEFULNESS SOCIAL MEDIA USE STUDENT SATISFACTION

PERCEIVED RISK

FIGURE 1 Research model

6 | RAHMAN et al.

3.1 | Perceived ease of use

Perceived ease of use (PEU) refers to ‘the degree to which a person believes that using a particular system would
be free of effort’ (Davis, 1986). If the students believe it is easy to learn and use the required social media for their
classes, then they would be more inclined to use social media. Further, research in technology adoption indicates
that an application perceived to be easy to use is more likely to be accepted by the user (Davis, 1986). Thus, if the
students do not have to spend considerable effort and time in understanding the social media tool and learning
how to use it in class, then they can be motivated towards using it in classroom settings. Therefore, we hypoth-
esised that:

H1: Perceived ease of use has a positive effect on social media use

3.2 | Perceived usefulness

Perceived usefulness (PU) is defined as ‘the degree to which a person believes that using a particular system would
enhance his or her job performance’ (Davis, 1986). Prior research in technology adoption indicates PU to be a
strong indicator of intention to use technology (Davis, 1986). Social media can enhance interaction between the
students and the faculty and allow students to keep in touch with the faculty. Therefore, if the students perceive
that using social media will enhance their interaction with the faculty as well as collaboration with other students,
then they will have a positive attitude towards using it for learning purposes. Therefore, we hypothesised that:

H2: Perceived usefulness has a positive effect on social media use

3.3 | Perceived risk

PR is defined as ‘the belief that there is potential for loss when using an information system’ (McLeod et al., 2009).
PR plays an important role in a user's decisions (Cox et al., 2006). From the student perspective, privacy‐related
issues, time involved and distraction are some of the risks associated with SMU. Students may shy away from
using social media in the classroom setting due to such PR. Prior research has found that PR affects the use of
Information and Communication Technology (ICT) (Lee & Watson‐Manheim, 2014). Therefore, we hypothesised
that:

H3: Perceived risk has a negative effect on social media use

3.4 | Social media use

SMU refers to the perception of students regarding the use of social media in the classroom for learning purposes.
Inquiring students' perceptions as to the use of social media is important as students make judgments on the qual-
ity of the education that they receive (Duke, 2002). SMU has the potential to improve students' interaction with
faculty and peers (Redecker et al., 2010). Thus, students may perceive that they may receive better feedback from
the faculty when they use social media. Further, peers may engage with them in the learning process. These will
lead to the students being satisfied with the course content and their general learning experience in the class-
room. Therefore, we hypothesised that:

H4: Social media use has a positive effect on student satisfaction (SS)
RAHMAN et al. | 7

4 | M E TH O DS

Our study is quantitative and uses survey methodology to test the research model. We adapted survey items from
previously validated instruments for measuring the constructs and contextualised them in accordance with our
research design. A five‐point Likert scale with (1) indicating ‘strongly disagree’ and (5) indicating ‘strongly agree’
was used to measure the survey items. In order to collect data, we used convenience sampling. The sample for
this survey was drawn from undergraduate students in the College of Business at a Historically Black College and
University (HBCU) situated in the Southwest region of the US. The classes targeted comprised of core courses
that are mandatory not only for Business majors, but also for the entire university. Further, Facebook was used in
these classes to support student interaction and student–teacher interaction. The survey was administered online
using the survey tool Qualtrics. The survey link was sent to the targeted respondents through email. Students
were instructed in the survey to offer information about their experiences with the use of social media and impact
of using social media on their satisfaction.

5 | DATA A N A LYS I S A N D R E S U LT S

The survey link was sent to 135 respondents, from which we received 109 useful responses. We had a response
rate of around 81 per cent. Out of the 109 respondents who completed the survey, 49 (45.79%) were male and 58
(54.21%) were female students between 16 and 35 years old. More than two thirds of the students were fresh-
men (59.26%) and sophomore (16.67%) and the rest were juniors (7.41%) and seniors (16.67%). 95.37 per cent of
the respondents reported that they used LMS for at least one year for submitting assignments (20.52%), taking
test (19.92%), reviewing grades (19.52%), accessing presentations (17.91%), communicating with students (6.84%)
and communicating with the instructors (14.69%). With regard to the SMU for networking, 98.07 per cent of the
respondents reported that they used social media for at least one year. Out of these social media user, 92.38 per
cent reported that they were either very comfortable (77.14%) or somewhat comfortable (15.24%). Only 6.67
per cent reported that they were either somewhat uncomfortable (2.86%) or very uncomfortable (3.81%). When
asked if the respondents would be interested in using social media for academic purposes, 83.02 per cent re-
ported interest while 3.77 per cent showed no interest. 13.21 per cent of the respondents reported indifference.
In order to analyse the collected data, we used the partial least squares (PLS) technique. PLS offers the abil-
ity to handle smaller sample sizes better than other multivariate techniques (Macoulides & Saunders, 2006). To
test our research model, we used SmartPLS 3.0 (Ringle et al., 2005), which provides a measurement model and a
structural model. The measurement model examines the relationship of the measured variables to their own the-
oretical constructs by evaluating the reliability and the validity of the measures. The structural model examines
the relationship between the theoretical constructs.

5.1 | Measurement model

Our measurement model was evaluated using the following measures: (i) convergent validity, (ii) discriminant va-
lidity and (iii) composite reliability.

5.1.1 | Convergent validity

Average variances extracted (AVEs) of the constructs were used to assess convergent validity. AVEs provide the
amount of variance captured by the indicators of a latent construct relative to the amount of variance captured
due to the measurement error (Chin, 1998). AVE scores for all our constructs were greater than .5 (Table 1). This
8 | RAHMAN et al.

TA B L E 1 AVEs for the latent constructs

Latent constructs AVE

Perceived ease of use (PEU) 0.90

Perceived usefulness (PU) 0.771
Perceived risk (PR) 0.714
SM use (SMU) 0.781
Student satisfaction (SS) 0.636

indicates that all our constructs in the model exhibit adequate construct validity (Komiak & Benbasat, 2006;
Ramakrishnan, Jones, & Sidorova, 2012).

5.1.2 | Discriminant validity

We used the Fornell–Larcker criterion and the heterotrait–monotrait ratio of correlations (HTMT) to assess the
discriminant validity. According to the Fornell–Larcker criterion, the discriminant validity can be evaluated by
examining the correlation among the latent variables and the square root of the AVEs of those latent variables.
For the constructs to exhibit adequate discriminant validity, the correlation among the latent constructs must be
less than the square root of the AVEs of the latent constructs (Ramakrishnan et al., 2012). Table 2 provides the re-
lationship between the square root of the latent constructs and the correlation among the latent constructs. The
correlation among the latent constructs (non‐diagonal elements) is less than the square root of the AVEs (diagonal
elements). This suggests that all the constructs in our model exhibit satisfactory discriminant validity.
Further, we examined the HTMT ratio (Henseler, Ringle, & Sarstedt, 2015) of the correlations to assess dis-
criminant validity. The HTMT approach is an estimate of what the true correlation, also termed disattenuated cor-
relation, between two constructs would be if the constructs are perfectly reliable. If the disattenuated correlation
between two constructs is close to one, then there exists a lack of discriminant validity.
As can be seen in Table 3, constructs in the path model meet the threshold value of .85 (Henseler et al., 2015)
and thus, exhibit adequate discriminant validity.

5.1.3 | Composite reliability

To assess the internal consistency reliability, we used composite reliability measure and Cronbach's Alpha. The
composite reliability and Cronbach's Alpha of all our constructs were greater than .7 (Table 4), indicating adequate
reliability.

5.2 | Structural model

We employed PLS to test our hypotheses. PLS has the capability to assess series of interdependent relationships
concurrently. In PLS, a structural model represents the relationship between the theoretical constructs. A recom-
mended 500 random samples were generated using the bootstrapping procedure in SmartPLS (Majchrzak et al.,
2006). A one‐tailed t‐test was used to evaluate the hypotheses as they are unidirectional in nature.
We had R‐squares of .65 and .05 for the SMU and SS respectively (Figure 2). Thus, 65 per cent of the variance
in SMU is explained by our model and five per cent of the variance in the SS is explained by our hypothesised
model. Hypothesis H1 examines the relationship between PEU and SMU in learning. We did not find support
for this hypothesis. Hypothesis H2 looks into the relationship between PU and SMU in learning. We found this
relationship to be significant at the .01 level. Hypothesis H3 looks into the relationship between PR and SMU in
RAHMAN et al. | 9

TA B L E 2 Square root of AVEs and correlation among latent constructs

PEU PU PR SMU SS

PEU 0.949
PU 0.36 0.878
PR −0.248 −0.426 0.845
SMU 0.293 0.794 −0.472 0.884
SS 0.186 0.249 0.025 0.214 0.798

Note: The bold values in the table are the diagonal elements that refer to the square root of average variance extracted
(AVE) for the constructs.

TA B L E 3 Heterotrait–monotrait ratio (HTMT)

PEU PR PU SMU SS

PEU 1
PR 0.267 1
PU 0.381 0.454 1
SMU 0.31 0.517 0.85 1
SS 0.138 0.193 0.208 0.169 1

TA B L E 4 Construct Reliability

Composite reliability Cronbach's alpha

PEU 0.964 0.945

PU 0.959 0.950
PR 0.926 0.899
SMU 0.934 0.906
SS 0.874 0.855

learning. We found this relationship to be significant at the .01 level. Hypothesis H4 examines the relationship
between SMU and SS. We found this relationship to be significant also at the .1 level.

5.2.1 | Path coefficients

The path coefficients, t‐values, and their respective p‐values for the hypotheses are given in Table 5.

5.2.2 | Collinearity/variance inflation factor

We examined the structural model for multicollinearity issues. As can be seen in Table 6, variance inflation factor
(VIF) values in the predictor constructs are all below five, which indicates that model does not have multicollinear-
ity issues (Hair, Ringle, & Sarstedt, 2011).

6 | D I S CU S S I O N

The main purpose of this study was to examine the impact of the use of social media in learning and its impact on
SS at institutions of higher learning. In line with the literature on the factors that influence individuals to adopt
10 | RAHMAN et al.

PEU

-0.010

SMU SS
PU 0.727 *** 0.214 *
R2 = 0.65 R 2 = 0.05

-0.165 ***

PR

(***p<0.01, **p<0.05, *p<0.1)

FIGURE 2 Structural model

TA B L E 5 Path coefficients, t‐values and p‐values for hypotheses testing

Hypotheses Path coefficients t‐test Significance

H1 −0.01 0.154 0.44

H2 0.727 11.976 0.00***
H3 −0.165 2.487 0.01***
H4 0.214 1.315 0.09*

***p < .01; **p < .05; *p < .1.

TA B L E 6 Collinearity statistics (VIF)

PEU PR PU SMU SS

PEU 1.163
PR 1.237
PU 1.333
SMU 1
SS

new technology (Venkatesh, Morris, Davis, & Davis, 2003), the results of our study indicate that PU has a positive
influence on the intention to use social media in learning. Thus, if the students believe that using social media can
enhance their satisfaction, then they will be inclined to use this technology in a classroom setting. As hypoth-
esised, we found a negative significant relationship between PR and the use of social media. Thus, our results
indicate that if students perceive the use of social media as risky, then they will not be inclined to use this tech-
nology. For example, if the faculty censors students through social media or provides poor remarks for students
RAHMAN et al. | 11

through social media that is open to all the students in the class, the students may be disinclined to use social
media. Further, the faculty must go the extra mile to ensure that they can keep the students engaged with the use
of social media by directing them to videos or sites that are related to the course. If the students get distracted
then they may form a poor view about the use of social media for doing well in the class. Thus, the faculty should
ensure that they clearly explain how social media will be used in the classroom and should alleviate any concerns
that the students may have regarding the use of social media in the classroom for learning purposes. The results
of our study also indicate a strong relationship between the use of social media and improved SS. SS has been
measured by the student's perception of the quality of content, course delivery, student‐to‐student interaction,
student‐to‐faculty interaction and experience of collaborative learning with other students in the class. According
to the findings, when students use social media in the classroom for collaboration or for submitting their assign-
ments or in general for learning purposes, they tend to be more satisfied with their learning and the way the
course is delivered. Thus, in line with prior literature (Al‐Rahimi, Alias, Othman, Marin, & Tur, 2018), the findings
of our study also suggest that use of social media in a classroom setting has the potential to improve SS with that
course. Surprisingly, we did not get support for the relationship between ease of use and SMU. As the current
generation of students are very familiar with the use of social media and are constantly using social media in their
day‐to‐day life, understanding how to use social media may not be an important factor for them.
Prior literature has shown social media to provide a new learning environment that facilitates communication
and collaboration, enabling Higher Education students and faculty to learn from and communicate with each other
(Chan & Leung, 2016). In line with prior literature, our study shows that using social media within the classroom for
learning purposes has the potential to improve SS with regards to their classroom and learning experience for that
class. Our study indicates that though SMU can help in classroom settings, it is not a silver bullet for all problems.
The faculty have to set up boundaries to ensure that the students are not distracted from their lessons and use
social media for that purpose. Further, the faculty also have to provide guidelines on how social media will be used
in the classroom, paying specific attention to explaining how the social media tool such as Facebook or Twitter that
is used in the classroom will enhance students‘ learning experience. In line with previous studies (Brady, Holcomb,
& Smith, 2010; Veletsianos & Navarrete, 2012), for students to effectively use social media, our study shows that
students should be convinced by the faculty of the usefulness of social media in improving their learning experi-
ence. The next section further discusses the theoretical and practical implications of our study.

7 | TH EO R E TI C A L A N D PR AC TI C A L I M PLI C ATI O N S

The central question that guided this research was whether the impact of the use of social media in learning is
of enough significance to warrant attention from the Higher Education faculty and administrators and motivate
them to integrate social media into education. The results of our study suggest that the impact of social media as
a learning tool on SS is significant. As such, the study has both theoretical and practical implications. From a theo-
retical perspective, this study will add to the existing literature on the use of social media in an academic setting.
Prior literature on social media in Higher Education focuses on the adoption of social media and its motivators in
and out of the classrooms, but there are not many empirical studies that examine the utilisation of social media in
Higher Education teaching (Cao et al., 2013). Further, much of the work done in the use of social media for educa-
tion focuses on the advantages of using social media, such as improved communication, accelerated sharing of
information and new opportunities for creativity in the classroom setting (Cao et al., 2013; Legaree, 2014; Shah et
al., 2016). Our study contributes to the literature in this area by examining how we can motivate students to use
social media in the classroom for learning purposes and what impact it has on their satisfaction. The study pro-
vides a logical framework to understand the use of social media as a tool in student learning and how it impacts SS.
From a practical perspective, the results of this study provide faculty and administrators with insight into the
factors that can encourage the use of social media for learning in the classroom setting and the factors that can
12 | RAHMAN et al.

impede the use of social media for learning in the classroom setting. One of the results of our study suggests that
use of social media improves SS. Thus, faculty can be encouraged to incorporate social media for their lecture
delivery and/or information sharing as the students‘ satisfaction with the course improves with the use of social
media. Further, in order to encourage students to use social media in classroom settings, faculty should provide
proper information to students on how social media will be used and how it will be useful to them. Students have
to perceive social media to be a useful tool in helping them learn the material, as indicated by our result that if stu-
dents perceive the social media to be useful for learning, their intention to use social media for learning improves.
Further, faculty needs to let the students know the risks associated with the use of social media and what steps
the faculty has taken to mitigate the risks, as our study indicates that if the students perceive that it is risky to use
social media, then their intention to use social media for learning decreases.

8 | LI M ITATI O N S A N D FU T U R E R E S E A RC H

Although the data support the proposed model, the findings of our study must be evaluated in light of the limita-
tions of the study. A convenience sampling methodology was used to conduct this study. All the respondents in-
volved in this study were from the College of Business at an HBCU situated in the Southwest of the US. Therefore,
additional study is required to conclude the generalisability of these results. Further, other factors such as privacy,
security, experience in using social media, students' perception regarding social media that are relevant to the
adoption and use of social media in the classroom were not considered in this study.
Although this student perception study is informative, the study tells us little about whether the use of a social
media measurably increases student engagement in class. Such lack of evaluation of outcomes associated with
SMU may act as a barrier to increased use of social media (Sheeran & Cummings, 2018). Therefore, future research
is required to examine factors such as student engagement in class as it relates to their learning outcomes from
the use of social media.

9 | CO N C LU S I O N

The growing use of social media by Higher Education students requires more attention from both educators
and administrators at institutions of higher learning. Social media encourages students to participate in learning
through interaction and provides an opportunity for personal reflection and collaborative learning (Sobaih et al.,
2016). The focus of this study was to examine the impact of social media as a learning tool on SS in a classroom
setting. The findings of the study provide insights into the potential pedagogical benefits that can be derived
from the use of SMU in Higher Education. The study also contributes to the growing body of literature on so-
cial media in Higher Education by improving understanding of the student attitude and perspective on the use
of social media in Higher Education. The results of our study indicate that the use of social media for learning
purposes can improve SS. Moreover, when the students perceive social media to be a useful tool for learning,
their inclination to use social media for learning will increase. However, students will be disinclined to use social
media for learning purposes if they perceive social media to be fraught with risks. Therefore, when integrat-
ing social media into learning and teaching practices, the educators and the administrators must consider the
potential risks and downsides that can mar the use of social media in learning and develop strategies to mitigate
such risks.

ORCID

Shahedur Rahman https://orcid.org/0000-0002-7707-8346

RAHMAN et al. | 13

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How to cite this article: Rahman S, Ramakrishnan T, Ngamassi L. Impact of social media use on student
satisfaction in Higher Education. Higher Educ Q. 2019;00:1–16. https​://doi.org/10.1111/hequ.12228​