Use of print and electronic resources by agricultural science students in Nigerian universities

Agboola, Idayat Odunola

doi:10.1016/j.lisr.2009.07.011

Cited by 24 publications

(22 citation statements)

References 4 publications

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“…In contrast to research showing that students prefer printed sources, a number of studies, especially those published in the past few years, indicate that students are more inclined to use electronic resources (Agboola, 2010;Harrington, 2009;Holaday, Selvig, Purkiss, & Hortsch, 2013;Ji et al, 2014;Pandita, 2012;Ranganadham & Babu, 2012;Thanuskodi, 2011;Uçak, 2007). The students emphasize ease of use, search, and access to information (Arya & Talukdar, 2010;Beard, Dale, & Hutchins, 2007;Kandpal et al, 2013;Ranganadham & Babu, 2012;Sudhier & Seethalekshmi, 2011;Uçak, 2007), recency of information (Pandita, 2012;Porumbeanu, 2009;Shelburne, 2009;Sudhier & Seethalekshmi, 2011;Sujatha & Mudhol, 2008;Uçak, 2007), availability of resources (Shelburne, 2009), access to a wide range of information (Beard et al, 2007;Pandita, 2012;Porumbeanu, 2009;Ranganadham & Babu, 2012), saving time (Ranganadham & Babu, 2012;Shelburne, 2009;Sujatha & Mudhol, 2008), and reducing costs (Hernon et al, 2007;Ji et al, 2014).…”

Section: Students' Perceptions Of Electronic Resourcesmentioning

confidence: 70%

“…Students from developed countries are generally confident that they possess the equipment necessary for effective access to and use of electronic resources (Ji et al, 2014;Nikolopoulou & Gialamas, 2011). In contrast, students from less developed countries often point out the problem of inadequate ICT infrastructure (Agboola, 2010;Boumarafi, 2010;Dadzie, 2005;Hadagali, Kumbar, Nelogal, & Bachalapur, 2012;Manda, 2005;Okello-Obura, 2010;Thanuskodi, 2011). However, for the effective use of electronic resources it is not enough to have a powerful computer and fast Internet access; it is also necessary to have specific knowledge and skills.…”

Section: Students' Perceptions Of Electronic Resourcesmentioning

confidence: 99%

“…However, for the effective use of electronic resources it is not enough to have a powerful computer and fast Internet access; it is also necessary to have specific knowledge and skills. Several studies show that students lack such competencies (Agboola, 2010;Boumarafi, 2010;Kahouei, Babamohamadi, Panahi, & Zadeh, 2013;Manda, 2005;Nemati Anaraki & Babalhavaeji, 2013;Yu-Mei & Artero, 2005), and that, despite the existing knowledge and skills, they need additional training (Baro & Fyneman, 2009;Harrington, 2009;Judd & Kennedy, 2011). Language barriers may also prevent students from using electronic resources (Shuling, 2007;Wu & Chen, 2012).…”

Section: Students' Perceptions Of Electronic Resourcesmentioning

confidence: 99%

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Croatian university students' use and perception of electronic resources

Dukić

Strišković

2015

Library & Information Science Research

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Section: Students' Perceptions Of Electronic Resourcesmentioning

confidence: 70%

Section: Students' Perceptions Of Electronic Resourcesmentioning

confidence: 99%

Section: Students' Perceptions Of Electronic Resourcesmentioning

confidence: 99%

See 1 more Smart Citation

Croatian university students' use and perception of electronic resources

Dukić

Strišković

2015

Library & Information Science Research

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“…This indicates that detailed studies that try to interpret student perspective on internet access and usefulness for research and academic learning are still in their embryonic phase (Emeka and Nyeche, 2016; Fasae and Adegbilero-Iwari, 2015; Adekunmisi et al., 2013; Nwezeh, 2010). It is worthwhile to mention that most of these documented researches based merely on students within Southern, Eastern and Western region (Afolabi, 2015; Otunla, 2013; Agboola, 2010; Ani, 2010; Nwagwu et al., 2009; Omotayo, 2006; Adogbeji and Akporhonor, 2005). This strong focus has led to a limited research conducted among students' in the North-Eastern part which is amid slower technological change (Ahmed and Bukar, 2016; Emeka and Nyeche, 2016).…”

Section: Introductionmentioning

confidence: 99%

University students' usage of the internet resources for research and learning: forms of access and perceptions of utility

Apuke

Iyendo

2018

Heliyon

137

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Most prior studies into the utilization of internet technology for learning purposes in contemporary educational settings in developing countries has largely dealt with its impact on academic performance, communication and general educational purposes. This paper investigates the place of the internet in academic research and learning of students, through both quantitative and qualitative research approaches, using 250 undergraduate students in three selected universities within North-Eastern Nigeria. To gain an in-depth understanding of the perception of the students' views, a focus group was conducted with 18 students. The students perceived that the lack of digital readiness among their staff and institution, the absence of electronic library for easy accessibility to journals from the scientific database, and inefficient cybercafé and internet facility within their university settings were the main issues discouraging the utilization of the internet within their institutions. Yet, they still strive to find ways through self-organization, resilience and resourcefulness to make use of the internet to facilitate their studies. Most of them stated that they depended on their smartphone/handsets to access the internet through subscription from other internet providers and have become overly reliant on Google, Yahoo, and open access e-Journals. Nevertheless, the students believed that the use of internet enabled them to perform research ahead of time, tackle multiple homework, widens the scope of reading and learning, promotes self-learning, encourages and enhances peer learning as well as ameliorates student's examination preparation.

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“…This was confirmed during the interview session at the University of Fort Hare Libraries, where a librarian noted, "we have more electronic information resources than the printed information resources on the shelf". Lower use of electronic resources over print resources was also reported at the Federal University of Agriculture, Abeokuta, Nigeria [35]. A 2016 Nielsen survey in the UK on the sale of published books reported a 4% decline in the sales of e-books, the second consecutive year digital books had shrunk while the sales of printed books rose 7% [36].…”

Section: Analysis and Discussionmentioning

confidence: 98%

Utilisation of Library Information Resources among Generation Z Students: Facts and Fiction

2018

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Generation Z was the foremost generation to have prevalent access to the Internet from an early age. Technology has strongly influenced this generation in terms of communication, education and consequently their academic information behaviour. With the next generation of scholars already being trained, in a decade, most of the researchers will be mainly digital natives. This study sought to establish the library information resources use pattern in relation to users' preferred information media in order to render better academic information services to library users. A total of 390 respondents were surveyed at the Nelson Mandela University and the University of Fort Hare using quantitative and qualitative methods. Most of the respondents, 82.3%, were aged between 18 and 23 years; while the average library use time was two hours daily. The most utilised library resource is the Wi-Fi with e-books and e-journals found to be lowly utilised. Records from the E-librarians revealed that undergraduate students account for no more than 6% of total users of electronic databases with 62.3% of the respondents preferring print information resources. Better understanding of library users' demographics and information media preference is essential in proving the right kind of information services to Generation Z library users.One of such investigations at the University of Minnesota on the utilization of library resources by first-year college students suggests that first-time, first-year college students who utilize the library have a higher Grade Point Average (GPA) for their first semester and higher retention from fall to spring than those who did not make use of the library [9]. Statement of the ProblemIn order to render effective library services to the university community, academic libraries are investing hugely into the acquisition of electronic information resources such as e-books, e-journals and the subscription to scholarly databases to facilitate teaching, research and learning. The true value of this huge investment will only be realised through the productive utilisation of these resources. Many libraries have more electronic resources than print information materials as a result of perceived demand for electronic information materials and unlimited access to them at the library and remotely. Previous researches have reported a rise in the preference and use of electronic books [10,11]. This study therefore sought to establish the library information resources utilisation pattern among undergraduate students in selected universities in the Eastern Cape Province, South Africa. Research ObjectivesThe aim of this study was to establish the library information resources use pattern in relation to undergraduate students' preferred information media in order to render better academic information services to library users. The specific objectives are:

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Use of print and electronic resources by agricultural science students in Nigerian universities

Cited by 24 publications

References 4 publications

Croatian university students' use and perception of electronic resources

Croatian university students' use and perception of electronic resources

University students' usage of the internet resources for research and learning: forms of access and perceptions of utility

Utilisation of Library Information Resources among Generation Z Students: Facts and Fiction

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