Australian academic use of the Internet

Applebee, Andrelyn; Clayton, Peter; Pascoe, Celina

doi:10.1108/10662249710165217

Cited by 24 publications

(26 citation statements)

References 10 publications

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“…The relevant findings are consistent to an extent with the findings in the literature (Abels et al, 1996;Busselle et al, 1999;Adika, 2003;Uddin, 2003). Furthermore, it might be argued that one of the main barriers demonstrated was the time needed to explore information sources, which is in line with the findings of Applebee et al (1997Applebee et al ( , 2000. It has to be noted though that the construct of Barriers was not found to be a significant influential factor on use of esources.…”

Section: Use Of Library Resourcessupporting

confidence: 73%

“…Faculty within the School of Business Administration and Economics are heavier users of all the sources while Lazinger et al (1997) note that faculty members in science and agriculture tend to use the internet more intensively than faculty members in humanities and social sciences. Among e-sources, website visiting was found to be the most favourable for the whole sample, followed by e-mail -although in other studies (Lazinger et al, 1997;Applebee et al, 1997;Kaminer, 1997), e-mail is considered by faculty members the most important Internet service. …”

Section: Discussionmentioning

confidence: 99%

“…The administration does need to improve library facilities and include more workstations for access to e-sources, as well as to improve the marketing and communication about e-sources. It is also necessary to include information literacy programs as similarly previously suggested by Lazinger et al (1997), Applebee et al (1997), Busselle et al (1999), Adika (2003) and Uddin (2003) for other populations.…”

Section: Discussionmentioning

confidence: 99%

“…As for specific services, many studies have identified that e-mail is considered to be the most important service because it increases cooperation with colleagues (Applebee et al, 1997;Kaminer, 1997;Lazinger et al, 1997). According to Heimlich (2003, p. 9), Web use for various activities reveals interrelationships of use: the greatest is the level of relationship among use of the Web for searching for information, finding resources and e-mailing.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…With the continued rapid growth of electronic sources in Greek libraries, it is vital to understand the factors that play an important role in their use. Frequency of use of electronic sources is a commonly used measure and perhaps, it is a way to distinguish active users of resources from those that are potential users or non-users (Abels et al, 1996;Applebee et al, 1997). However, it is known that many members of Greek faculty make more extended use of printed sources than electronic sources (Korobili et al, 2002).…”

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confidence: 99%

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Factors that influence the use of library resources by faculty members

2006

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Purpose -To examine the use of library resources, focusing on e-sources, by the members of the faculty of a higher educational institute in Thessaloniki, Greece; to reveal the factors which influence the effective use of sources for academic duties; and to provide reliable information to both the administration and the library of the institute, with the aim of the improvement of library services. Design/methodology/approach -A census survey, using a structured questionnaire, among the faculty of the Technological Educational Institute of Thessaloniki was conducted to examine the frequency of use of resources, mainly e-sources, and to reveal the impact of demographic or academic situational characteristics, the assumed positive influence of academic productivity, perceived usefulness of resources and access to e-sources on the use of e-sources as well as the assumed negative influence of barriers and computer anxiety on the use of e-sources. Findings -The great majority of the faculty of TEI uses printed sources more than e-sources, but they also use e-sources quite frequently. Use is mostly of books, websites and printed journals. It was also found that the use of e-sources is higher in the School of Business Administration and Economics among those who hold a PhD degree and among younger members of the faculty. Also, the results indicated that the use of e-sources is positively influenced by the respondents' perceived usefulness of resources, the convenience of access to the sources and their academic productivity. The examination of the computer anxiety rating scale (CARS) provided evidence that the less anxious the faculty feel about PCs, the more frequent users they become. Research limitations/implications -Further research is needed to measure how faculty interact with information, what kind of electronic sources they prefer, what search strategies they use, as well as whether their information needs are satisfied. This research needs to be duplicated to other universities in Greece to determine whether the results can be generalized for Greek academic faculty. Practical implications -University administrations need to improve library facilities, to include more workstations for access to electronic sources, as well as to improve the marketing and communication of these e-sources. Originality/value -This research tries to fill a gap in the literature, which has underemphasized so far the need for assessing and measuring the use of library resources in Greek academic libraries and the examination of the factors that influence this use.

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Section: Use Of Library Resourcessupporting

confidence: 73%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

mentioning

confidence: 99%

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Factors that influence the use of library resources by faculty members

2006

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Connecting minds: Computer-mediated communication and scientific work

Walsh

Kucker

Maloney

et al. 2000

J. Am. Soc. Inf. Sci.

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This article summarizes the preliminary findings from a recent study of scientists in four disciplines with regard to computer‐mediated communication (CMC) use and effects. Based on surveys from 333 scientists, we find that CMC use is central to both professional and research‐related aspects of scientific work, and that this use differs by field. We find that e‐mail use focuses on coordination activities, and its biggest effect is helping to integrate scientists into professional networks. We do not find gender differences in use, but there is some evidence that e‐mail is having a differential, positive effect for women. Furthermore, CMC use is positively associated with scientific productivity and collaboration.

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World-Wide-Web Use in UK Higher Education: Professional Tool or Personal Toy?

Niman¹,

Hackney²

2002

Interactive Learning Environments

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Since its inception, the volume of WWW traf®c has grown by a factor of 10 each year (BernersLee, 1996) with increasing amounts of both valuable information and trivial or even harmful material. The pressure on resources in higher education also continues to grow, and in particular the cost of providing enough transatlantic capacity to cope with demand continues to escalate (Dearing, 1997;Schonfelder, 1997;Read, 1997). This paper explores the use of the world-wideweb (WWW) within the speci®c context of a large UK university. It considers, in particular, a consideration of the extent of WWW adoption and use for professional application compared to personal interest. The study involved an analysis of student leisure browsing through direct interaction with the subjects, using both quantitative and qualitative techniques. A survey was distributed to a sample of 12,728 students and 3,883 staff nationally, and 2,927 students and 941 staff at the Manchester Metropolitan University (MMU). In addition to this postal survey, a set of 26 face-to-face interviews with a specialist student sample was conducted. It is concluded that, on average, leisure activities comprise 35% AE 5% of all student use of the WWW. The ®ndings include evidence demonstrating that the results may be generalised. The study also proposes that leisure browsing should not be seen as something to be discouraged, but that it can contribute to the overall educational experience.

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Australian academic use of the Internet

Cited by 24 publications

References 10 publications

Factors that influence the use of library resources by faculty members

Factors that influence the use of library resources by faculty members

Connecting minds: Computer-mediated communication and scientific work

World-Wide-Web Use in UK Higher Education: Professional Tool or Personal Toy?

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