Innovation in the library: Adoption of smartphones in accessing electronic resources in a Ghanaian university

Adzobu, Patrick; Okyere, Stephen; Banji, George Tesilimi

doi:10.1177/0961000620949648

Cited by 7 publications

(9 citation statements)

References 19 publications

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“…This may be in the form of a dedicated "distance education resources" Web-page on the library website with links to the distance education website and further to the learning management system. This site must also be optimised for mobile devices as students are increasingly accessing online content through their mobile devices (Adzobu et al, 2020). Also, to achieve enhanced representation for distance services, the appointment of subject librarians for discipline-specific research consultations (Chesley et al, 2020) in distance education is also recommended.…”

Section: Discussionmentioning

confidence: 99%

“…This form of communication may be achieved primarily through one-way (asynchronous) such as e-mail or two-way (synchronous) such as chat or telephone services. Despite the overwhelming lack of awareness of these digital reference services, most of the distance learners singled out the e-mail as a service they were aware of, a response which was least surprising because e-mail software is common on most hand-held digital devices (Adzobu et al, 2020). Notwithstanding, from the interview with librarians, it was noted that the library does not have any form of communication service with distance learners and this includes digital reference services.…”

Section: Distance Learners' Perspectivementioning

confidence: 99%

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

Owusu-Ansah¹

2020

ANUJAT

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The purpose of the study was to explore the extent to which digital library provision affects awareness and use of digital contents, digital reference services, and information literacy among stakeholders in distance education at a large multi-mode public teacher education university in Ghana. The study makes use of the concurrent mixed-method design. The population of the study was 1,834 distance students with a sample size of 641 distance learners reading programmes in Basic Education in three distance education Centres of the University of Education, Winneba 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. Also, the population consisted of four librarians from three Campuses in the vicinity of the Centres. A combination of probability and non-probability sampling methods were used for this study. The study found that awareness and use of digital library resources in the three distance education Centres were very low, if not non-existent. The findings revealed that for all the three main classes of digital library resources and services; digital contents, digital reference services and educative services, provision was very poor or non-existent for the distance learning community. This negatively impacted awareness and use of these resources. Among others, the study recommends a regular collaborative needs assessment of distance learners; establishment of dedicated library services for distance education; and the development of embedded library services which can appreciably raise the visibility of digital library resources in distance education. Keywords: Digital library provision; distance learning community; awareness; multi-mode; academic libraries in Ghana.

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Section: Discussionmentioning

confidence: 99%

Section: Distance Learners' Perspectivementioning

confidence: 99%

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

Owusu-Ansah¹

2020

ANUJAT

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“…According to Adzobu, Okyere [6], since the inception of the 21 st century ICT has remained the major contemporary tool shaping the global economy and producing rapid changes in society. Similarly, ICT has transformed the nature of education, where and how learning takes place and the role of students in the teaching and learning process.…”

Section: Challenges Of Use Of Information and Communication Technologmentioning

confidence: 99%

“…Studies have shown that, there are some factors that determine teachers' use and non-use of the new technologies for teaching and learning in the advanced countries and these have varying impacts on the learners. These include the needs of the learner, the characteristics and experience of teachers, the technology available, the environment within which teachers work and how valuable they perceived the use of technology for teaching their students [6,10]. It is also influenced by the subject area in which the teacher is trained [11].…”

Section: Challenges Of Use Of Information and Communication Technologmentioning

confidence: 99%

Challenges Junior High School Pupils Face in the Use of Information and Communication Technology (ICT) Tools for Learning in Ghana

Banji

Okyere

Kornu

et al. 2020

AJESS

Self Cite

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Aims: This paper seeks to explore the challenges Junior High School pupils in the South Tongu District in the Volta Region of Ghana face in the use of Information and Communication Technology tools for learning. The rationale was to identify the challenges these pupils face in the use of ICT tools for learning and the possible means to overcome these challenges in the school. Research Design: To achieve the purpose of this studya descriptive research design was used. Place and Duration of Study: Agorkpo D.A. J.H.S in the South Tongu District of Ghana was used for this study for over six months. Methodology: The study adopted the quantitative approach, employed descriptive research design and used questionnaire to collect data from 60 students. The entire questionnaires were retrieved and IBM Statistical Package for Social Sciences version 22.0 in combination with the Microsoft excel were used to analyse the data. Simple frequency tables were also used to present the data. Results: The research revealed that the commonest challenges of using ICT tools for learning were lack of opportunity provided by teachers for students to use the tools on their own, inadequate ICT tools and difficulty teaching ICT practical lessons without demonstration. Conclusion: Measures identified to improve the use of ICT tools in the school include the call on government to provide the required ICT tools to the school. Secondly, in order to achieve meaningful academic improvement in the school, teachers must spend more time to teach the ICT subject and create the enthusiasm in the students. Thirdly, supervision of ICT teachers should be taken seriously to ensure that they meet time-table requirements for ICT in the school. Also, requisite ICT tools should be used by the teachers to demonstrate the processes and application of ICT in everyday life. This way, pupils would easily understand the concept and be able to apply it practically and independently. Finally, the study recommended that an ICT laboratory be built for the school to house the ICT department and provide an atmosphere that can motivate the teachers and learners to show more interest in the subject.

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“…In light of these capabilities, many academic institutions across the globe have invested in state-of-art information technology infrastructure to minimize operational costs and improve the efficiency of academic processes. Print materials in libraries are being digitized to provide learners access to learning materials anytime and from anywhere (Adzobu et al , 2021). Per Statista (Johnson,2021), more than 50% of the world’s population is active on the Internet, mobile devices and social media.…”

Section: Introductionmentioning

confidence: 99%

Determinants of continuous usage of library resources on handheld devices: findings from PLS-SEM and fuzzy sets (fsQCA)

Tyagi

Sharma²,

Gaur³

2022

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Purpose This study aims to investigate the key factors that motivate learners to use handheld devices to access library resources. To do so, this study integrates the technology acceptance model (TAM) and the DeLone and McLean information systems success (D and M-ISS) model. Design/methodology/approach The relationship between the causes and the outcomes may not be symmetrical. To test this proposition, data were collected from 210 respondents in a Gulf country and analysed using structural equation modelling (SEM) and complemented by fuzzy set qualitative comparative analysis (fsQCA). Findings The SEM results revealed that three constructs – perceived ease of use (PEOU), service quality (SQ) and system quality (SEQ) are strong drivers of students’ continuous intention to use handheld devices to access library resources. However, perceived usefulness (PU) and information quality (IQ) do not significantly influence students’ intentions. Besides, SQ and PEOU are positively related to PU. Furthermore, fsQCA results show that two different conjunctions, PU*PEOU*IQ*SEQ and PEOU*SQ*IQ*SEQ, cause the students to show a continuous intention to use handheld devices to access library resources. Originality/value Unlike previous studies on mobile library resource utilization, this analysis extends TAM to investigate the linear additive influence of two basic TAM constructs: PEOU and PU, and three constructs, namely, SEQ, SQ and IQ of the ISS model, on students’ library resource utilization. Furthermore, the findings of SEM were complemented by a set theory-based configuration method, fsQCA, to investigate the asymmetrical, equifinal and configurational causation leading to the desired outcome. The findings of this study have theoretical and practical implications.

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Innovation in the library: Adoption of smartphones in accessing electronic resources in a Ghanaian university

Cited by 7 publications

References 19 publications

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

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

Challenges Junior High School Pupils Face in the Use of Information and Communication Technology (ICT) Tools for Learning in Ghana

Determinants of continuous usage of library resources on handheld devices: findings from PLS-SEM and fuzzy sets (fsQCA)

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