Application of information and communication technologies in library and information services to distance learning students at the university of Zambia.
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Date
2016
Authors
Imasiku, Inonge
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
Although the University of Zambia (UNZA) in its 2013-2017 strategic plan intends to meet
increased demand for university education through expanded provision of Open Distance
Learning as an option for mass teaching, there is no mention of an equitable increase in library
and information resources and services. Several studies and Standards for distance learning
library services have stressed the need for equitable access to library services for both on-campus
and off-campus (distance) learners. Sadly, there has been a steady decline in library and
information service provision to the distance learner. This study therefore sought to explore
ways in which Information and Communication Technology (ICT) could be applied to enhance
library and information service delivery to distant learners (DLs). It further sought to propose an
ICT framework on library and information services support to distance learners at the University
of Zambia.
A survey methodology was used to collect data on distance learners’ competencies to access
information using ICTs, policy on distance learning library services and the extent to which ICTs
were being used in both access to and provision of distance learning library services.
Questionnaires were used to collect data from 100 distance learners while interviews were used
to collect data from 5 librarians and a member of staff from Learner Support, Institute of
Distance Education (IDE). The total number of respondents was therefore 106. All the
respondents were purposely selected. Quantitative data was analysed using statistical analysis
softwaThe study has revealed that distance learners do possess ICT skills required to access ICT
enabled resources and services (as revealed by 77%) but the major drawback was that these
resources and services were not accessible remotely. It has further been established that in as
much as distance learners had abilities to use ICTs like computers, most learners expressed lack
of online search skills (73%) as well as problems in using UNZA e-resources. Thus learners may
require user education in terms of information literacy, ICT literacy and general library use.
Furthermore, a policy, which is a pre-requisite to successful distance learning library support, did
not exist at UNZA. Additionally, the extent of ICT use in library support to the DL was low to
almost non-existent. As learners seemingly possessed requisite ICT skill and as skill can in any
case be developed through training, skill would not be a major drawback in model application.
In order to effectively meet the information needs of the distance learner, the study therefore
recommended that: the UNZA library adopt the proposed model of ICT library resources and
services to the distance learner; employ extensive use of ICT in library support;
establish/strengthen co-operative linkages with other universities; and that the Library and
Information Association of Zambia establishes ‘Best Practices’ that should act as a benchmark
for library support to the distance learner and as such institutions should be able to evaluate their
services against this minimum standard.
Description
Thesis
Keywords
ICT--Distance students--Zambia , ICT--Frame work--Distance students--Zambia , ICT-Library and information services--Distance students