Role of blogging in perceived learning and satisfaction of students

• Published date: 01 February 2021
• Author: Barkat Ullah Khan,Song Wei,Syed Nadir Ali Shah,Rabia Gul,Shahid Ullah,Shafaqat Mehmood, Asma
• Date: 01 February 2021
• DOI: http://doi.org/10.1002/pa.2120

ACADEMIC PAPER

Role of blogging in perceived learning and satisfaction

of students

Barkat Ullah Khan

1

| Song Wei

1

| Syed Nadir Ali Shah

1

| Rabia Gul

2

|

Shahid Ullah

1

| Shafaqat Mehmood

2,3

| Asma

1

1

School of Public Affairs, University of Science

and Technology of China, Hefei, China

2

School of Management, Hefei University of

Technology, Hefei, China

3

School of Accounting and Finance, University

of Central Punjab, Lahore, Pakistan

Correspondence

Barkat Ullah Khan, School of Public Affairs,

University of Science and Technology of

China, Hefei, Anhui, China.

Email: barkatbnu@gmail.com

The contemporary smart concepts of education signify a heavy role of blogging tools

in digital learning environments that have a substantial effect on students' learning

and satisfaction. This study aims to analyze the influence of students' four percep-

tions about blogging that is, perception of digital technology (PDT), perceptions of

teaching and learning (PTL), perceptions of previous blogging experience (PBE), and

perceived usefulness of blogging (PUB) on the frequency of blogging and then

assesses the impact of the frequency of blogging on perceived satisfaction as well as

perceived learning of students. For this purpose, the researchers conducted a quanti-

tative study with a positivist approach in which the data were collected from 350 stu-

dents in Anhui Province, China to conduct analysis of the proposed relationships.

The results of the current study suggest that there is a positive impact of PDT, PTL,

PBE and PUB on the frequency of blogging. It means that the positive perceptions of

students towards digital technology, teaching and learning, previous bogging experi-

ence and usefulness of blogging result in higher frequency and use of blogging activ-

ity. It further indicates that the high frequency of blogging has ultimately a positive

impact on perceived satisfaction and perceived learning. The discussion and findings

of the current study have useful implications for theory and practice because they

provide empirical evidence and theoretical guidelines about the role of blogging in

perceived learning and satisfaction.

1|INTRODUCTION

In the current era of the digital revolution and the prevalence of active

learning, where students are actively controlling their learning through

continuous participation, has been a marvelous and changing para-

digm in educational pursuits (Morris, Christie, & Barber, 2019). The

new format supports students to remain actively engaged learners in

all the time (Specht, 2019). Consistent with the modern learning

setups, it has been realized that the traditional learnings through

books and notebooks are no more solely sufficient to achieve the

desired results. The extensive penetration of information and commu-

nication technology and social media in students' daily lives has

remarkably influenced the way and degree to which students learn

and satisfy their learning needs (Khan, Hameed, Yu, & Khan, 2017;

Kim, Kim, Hwang, & Lee, 2019). The existing literature supplies

numerous pieces of evidence on the flip side of social media activities

where on one side it removes students' loneliness, but on the other

side, it distracts students from their learning and academic activities

(Thomas, Orme, & Kerrigan, 2020).

Several researchers reported the disadvantages associated with

students' use of social media that may result in depression, anxiety,

low academic performance and decreasing competence (Chen & Yan,

2016; Lau, 2017). However, little is explicitly known about the posi-

tive outcomes associated with students' use of social media in their

learning activities. The social media and social networking sites can

better enhance the classroom learning (Chu, 2020; Rueda, Benitez, &

Braojos, 2017), which can ultimately help augment students' percep-

tion of digital technologies (PDTs), perceived teaching and learning

Received: 2 July 2019 Revised: 30 January 2020 Accepted: 8 March 2020

DOI: 10.1002/pa.2120

J Public Affairs. 2021;21:e2120. wileyonlinelibrary.com/journal/pa © 2020 John Wiley & Sons, Ltd 1of11

https://doi.org/10.1002/pa.2120