Factors Influencing the Use of Digital Libraries in Distance Education in Ghana

Abstract

The purpose of this study was to explore the extent to which individual factors such as academic tasks, preference for print sources and information skills influence distance learners’ use of digital libraries in a teacher distance education programme at the University of Education, Winneba in Ghana. The population of the study consisted of 1,834 distance students and from a sample size of 641 distance learners spread across three distance study centers, namely, Winneba (247), Kumasi (276) and Asante-Mampong (118). A total of 453 (70.67 percent) distance learners, selected randomly, completed a 31-item questionnaire. In addition, 30 distance education tutors, four coordinators and four librarians were purposively selected to participate in the study. The findings showed that academic tasks of distance learners did not require them to use digital library resources, which resulted in low or no academic use of digital libraries. The findings also pointed to a high preference for print resources among distance learners which resulted in the low use of digital library resources. Finally, it was noted that even though most of the distance learners possessed basic ICT skills, this did not result in their of use of digital library resources. To improve digital library use in distance education, it is recommended that academic librarians seek and foster collaboration in teaching information literacy and library instruction in distance education, an approach which must be backed by a policy that mandates the use of (digital) library scholarly resources in teaching and learning in distance education. It is also recommended that the Centre for Distance Education and the University Library collaborate to offer training programmes in specific digital resources and general information literacy courses for all distance education stakeholders in the university to boost digital library use.

A Review Development of Digital Library Resources at University Level

“…e DL is under contract or has been given licenses to use this [43] Perceived usefulness and user-friendliness, DL mobility, and DL users Chen and Chengalur-Smith [51] Basic software literacy and DL comfort, technology attitudes and computer anxiety, self-efficacy, accessibility, quality, and reliability Joo and Choi [52] Behavioral purpose in educational library environments concerning online resources Gojeh et al [53] Human and physical environmental factors which affect DL usage and information services in schools in Nigeria Hu et al [54] Information services and collection services, and individual services are factors that directly affect user perception, whilst data organization services indirectly affect user perception of information collection services and individual services urmond et al [55] Research data management (RDM), the functions and the relationships involved in RDM, the key drivers of RDM operations, and the key factors that influence RDM innovations. Isah and Bwalya [56] Technology acceptance, reasoned action theory, planned conduct theory, and innovation diffusion Yan et al [57] Perceived utility and user-friendliness Xie and Matusiak [58] Specific infrastructure, role styles, and system design Owusu-Ansah et al [59] e need to use DL services, strong preference for proven quality printing tools, and basic ICT skills Koshali et al [60] e expectation of performance, social influence, and conditions Ju and Albertson [61] Individual user features, use context, and acceptance of the technology Kadir et al [62] Collection adequacy, user behavior, library staff, library services, and library technology Mtega et al [63] Poor institutional ICT infrastructure, limited e-resource funding, low levels of information literacy, and basic knowledge of technology material for digital content. Based on the license terms and conditions, the DL must sensitize and notify users, so that there is no total copyright infringement and a strong obligation to comply with the contract terms and conditions.…”

Provision and Awareness of Digital Library Resources in a Multi-Mode University: Perspectives of Distance Learners and Librarians.

“…The study made use of a structured and semi-structured questionnaire instrument. Generally, the instrument used for this study is adequately described in both Owusu-Ansah, Rodrigues, and Van Der Walt (2018a, 2018b. The structured questionnaire was analysed using statistical analysis tools whereas the semi-structured component of the questionnaire, used for the qualitative investigation with the librarians, was analysed using thematic analysis (de-Graft Aikins et al, 2019).…”

“…Among these include the lack of purpose-built academic library services to distance learners and other members of the distance learning community (Larson & Owusu-Acheaw, 2016). Among other factors (Owusu-Ansah et al, 2018b), administrators and some academic librarians in conventional universities, that have also integrated distance education, make a false assumption that distance learners in their institutions use and or are satisfied with the existing library resources simply because those resources are online. Even though distance learners in Ghana possess a high readiness for e-learning (Forson & Vuopala, 2019), issues of access to technology militate considerably against e-learning adoption (Arthur-Nyarko & Kariuki, 2019) and, as a collorary, there may be little awareness and use of digital libraries in distance education.…”

“…The University of Education, Winneba's digital library provides strategic support to the University's mandate of providing cutting edge teaching, learning and research in teacher education and its performance has not been in doubt (Owusu-Ansah et al, 2018a;Owusu-Ansah & Takyi, 2017). However, previous evidence points to an unsatisfactory distance learning library service at the university (Larson & Owusu-Acheaw, 2016;Owusu-Ansah et al, 2018b). There is a need for academic libraries in conventional universities providing distance education to re-align traditional library resources to suit the needs of the distance education community (Ahenkorah-Marfo & Nikoi, 2019).…”

Marketing of library resources and its impact on the library usage of distance-learning students

“…The effective use of library resources is entirely dependent on the skills development of learners. Other research findings indicate that students lack experience in using information retrieval tools such as Boolean logic operators to access required information resources, navigate the library’s website and databases, formulate effective searches and access needed information (Owusu-Ansah et al , 2018).…”