Assessing User Satisfaction with e-Learning Blog Systems

Abstract

With the proliferation of educational use of blogs, measuring user satisfaction with blog-based learning systems has become an important issue for academics and practitioners. Although previous research has developed various instruments for measuring user satisfaction with asynchronous e-learning systems, none of the literature has addressed the measurement of user satisfaction with blog-based learning systems. Thus, the main purpose of this study is to develop and validate a multi-dimensional instrument for measuring e-learning blog satisfaction (ELBS) based on previous research. This study introduces and defines the construct of e-learning blog satisfaction, provides an empirical validation of the construct and its underlying dimensionality develops a generic e-learning blog satisfaction instrument with desirable psychometric properties, and investigates the instrument's theoretical and practical applications. By analyzing data from a sample of 238 respondents, this study proposes a 5-factor, 20-item ELBS instrument. This empirically validated instrument will be useful to researchers in developing and testing blog-based learning theories, as well as to educators in understanding students' ELBS and promoting the use of blog-based learning systems.

Students’ perceived impact of learning and satisfaction with blogs

“…This study is motivated by this gap in the literature. It is worth mentioning that this study is different from the study by Wang et al (2012, 2014) who attempted to develop a scale for assessing students’ satisfaction with blog use, and Mansouri and Piki’s study that investigated blog impacts on postgraduate students. In this study, attention will be on undergraduate students’ satisfaction with, and the perceived impact on learning with blogs.…”

“…The paucity of research on students’ assessment of perceived or actual performance outcomes has been noted (Goldman et al , 2008; Sim and Hew, 2010; Osman and Koh, 2012; Liu, 2016). Similarly, specific studies focussing on factors influencing students’ satisfaction with blog usage for learning purposes (Wang et al , 2012, 2014; Zhang et al , 2014) and the perceived impact on learning with blogging tools are limited (Goldman et al , 2008; Mansouria and Piki, 2016; Liu, 2016).…”