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304 | wileyonlinelibrary.com/journal/hequ Higher Educ Q. 2020;74:304–319. © 20

304 | wileyonlinelibrary.com/journal/hequ Higher Educ Q. 2020;74:304–319. © 2019 John Wiley & Sons Ltd Received: 29 January 2019 | Revised: 21 June 2019 | Accepted: 3 July 2019 DOI: 10.1111/hequ.12228 A R T I C L E Impact of social media use on student satisfaction in Higher Education Shahedur Rahman | Thiagarajan Ramakrishnan | Louis Ngamassi College of Business, Prairie View A&M University, Prairie View, Texas 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. | 305 RAHMAN et al. 1 | INTRODUCTION 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. 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. 306 | RAHMAN et al. 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 | LITERATURE REVIEW 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 uploads/Finance/ rahman2019-impact-of-social-media-use-on-student-satisfaction-in-higher-education.pdf