IST-Africa 2019 Conference Proceedings

Paul Cunningham and Miriam Cunningham (Eds)

IIMC International Information Management Corporation, 2019
ISBN: 978-1-905824-63-2

The Reality of Library E-resources

Acceptance by Postgraduate students of
Digital School of virtual and Open
Learning, Kenyatta University, Kenya
Michael MAUA,
Pwani University, P.O.Box 195, Kilifi, 80108, Kenya
Tel: + 725 91 61 45, Fax: + +254 41 7522 128, Email: mmaua2002@gmail.com
Abstract: Research has shown in the recent past that many Universities globally are
building state of the art libraries and at the same time stocking them with e-
resources, in order to cater for the ever growing population of users who are pursuing
their studies on or off campus. Postgraduate students pursuing their courses off
campus are entitled to full use of all library services. In light of this, the study
investigated the library e-resources acceptance by postgraduate students who pursue
their studies off campus. The study was conducted at Kenyatta University Post
Modern Library (PML) and it involved Postgraduate students of the Kenyatta
University Digital School. The study used descriptive design and data were collected
through questionnaires with both open and closed ended questions were used to
collect data from postgraduate students and interview schedule was used to collect
data from librarians. The questionnaires were administered electronically through
electronic mails.
Keywords: e-resources, Distance Learning, University libraries, Kenyatta University

1. Introduction
E-resources are acknowledged means of information sources in the current information
society. [1]The growth of new resources, need for sufficient computer literacy and
suitability in using the existing sources is paramount. [2]To be able to gain adequate
information literacy skills, library users first have to articulate basic library skills, which are
embedded in information technology, as the basis for developing information skills.
Considering these views, it is imperative that librarians who act as the catalyst of access and
usage of e-resources are well equipped with the skills and competencies to assist students
who are learning off-campus.
[7] A study done on accessibility and use of online database by postgraduate students of
Kenyatta University observed that Postgraduate students were no better than their
undergraduate counterparts as they were products of the undergraduate students who were
unable to access and utilize the e-resources in University libraries” (p.7). The study was
aimed at finding out the status of e-resources acceptance by postgraduate students of
DVSOL.
The Digital School of Virtual and Open Learning (DVSOL) is the latest school of
Kenyatta University with a population of 1,228 of postgraduate students [8] One of the
objectives of the Digital school is to provide opportunities to students who are on other
community commitments, or are unable to take up full time campus programmes. The
Postmodern Library (PML) in Kenyatta University must cater for this group as well. The

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PML houses both print and non-print information resources for use by over 60,000 students
in different modes of study of Kenyatta University. The library is IT compliant to help to
provide information resources easy to get to the University community in a professional
and efficient manner. The research was to establish how well the e-resources are used by
the postgraduate learners of the Digital School of Virtual and Open Learning. Are these
students making use of the internet, OPAC, e-journals, e-books, mobile telephony to
enhance their studies?
As reflected above, Universities have invested heavily in diversifying their programmes
to help meet the teaching, learning and research needs of their numerous users. One of the
paradigm shifts is the inclusion of off-campus learners and investing in e-resources. In lieu
of this development, Universities have embraced digital technologies such as the internet,
mobile phones and tablets to facilitate their programmes. Having acknowledged the
importance of e-resources, Kenyatta University PML provides e-resources and services to
on site and off campus Kenyatta University learners as per the library policy.
[3]In a survey of 86 subjects examining students’ perceptions on how user friendly the
electronic resources acquired and used by the library was in United States International
University-Africa in Kenya, the study revealed that the majority of respondents found e-
resources friendly. However, the main challenges identified were inadequate training and
difficulty in navigating of electronic resources, therefore making the level of acceptance of
e resources extremely low.
[4]“The 21st Century is an era of change. The globe is under the influence of three
major world trends: the revolutionary development of information and communication
technologies, the transition to the knowledge society and the new learning mode of the Net
Generation. These trends have generated a shift in the educational paradigm, giving rise to
the need to cultivate new competencies in knowledge societies. (p.4)”
Last one decade. [5]Kenya’s internet penetration has also gone up. To provide the
necessary support resources for distance learners, University Libraries need to provide
resources in all their formats as part of their mandate to support the parent institution in
achieving her mission and goals. Provision of e-resources particularly to distance learners
plays a major role. [6] “distance learning options create learning for many and library plays
a major role in making distance learning accessible to everyone” (p.2). This paradigm shift
is made possible by the adoption of ICT in delivery of information services.

2. Objectives
To determine the Information Communication Technology skills and competencies of
postgraduate students of the DSVOL in the utilization of e-resources.

3. Methodology
The researcher used descriptive research design using a case study approach. The design
was to establish the existing state as well as gather facts on the determination of e-resources
acceptance. This study was carried out at Kenyatta University PML. The Unique
characteristics of DVSOL and Kenyatta University Post modern library suitable for this
study is that all the students in the DVSOL access the library off-campus and Post Modern
library provides electronic resources to be utilized by these learners. The target population
was all the 1,228 masters’ students (as at November 2017) of the Digital school of virtual
and Open Learning, according to the dean of DVSOL. All the librarians (80) of Post
Modern Library were also targeted because they are the ones who should facilitate the
DVSOL students to access and use e-resources on and off campus. The Sampling
techniques used were two. Simple random sampling was used on postgraduate students and
purposive sampling. Simple random sampling was applied on librarians. [9] Krejcie created

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a table for determining required sample size given a fixed population. The table is
appropriate to any population of a finite size. According to the table, the current study of a
target population of postgraduate students of DVSOL of 1,228 requires a sample of 297.
The researcher used a questionnaire and interview schedules. The questionnaire was
pre-tested on 30 postgraduate students of Technical University of Kenya (TUK). The
researcher administered the questionnaire electronically through electronic mails to these
students who were purposely selected. The interview schedule was pre-tested to 4 librarians
of TUK Main campus Library who were also purposely selected. The pilot study assisted
the researcher in refining the questionnaire so that respondents had no challenges
responding to the questions, ambigous questions were simplified and some questions
reorganized to improve on the flow of thought and redundant questions removed. Out of 30
postgraduate students, 28(93.3%) responded to the questionnaire and all 4 librarians were
interviewed. The respondents’ reactions to the research instruments were analysed and the
necessary amendments made to the instruments before the researcher embarked on the
actual study.

4. Results
4.1 Information Communication Technology (ICT) Skills and Competencies

Distance learners access learning resources remotely. ICT proficiency is the ability to use
digital technology, communication tools, and/or networks appropriately to solve
information problems in order to function in an information society. The proficiency in ICT
is therefore critical to the academic success of such learners. Skills and competencies in
ICT determine the level of access and utilization of e-resources. In this regard the study
asked a question on whether the learners had ICT proficiency. From the findings 75(59.5%)
responded that they had skills and in ICT and 51(40.5%) indicated they lacked the skills.

Figure 1: ICT Skills of Postgraduate Students

Source: Survey data, 2017

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 Figure 2: ICT Academic Qualifications of Postgraduate Students
Source: Survey data, 2016
In an attempt to establish the level of proficiency of postgraduate students, a question was
asked 48.4% cited fair, 39.7% as good, 10.3% as very good and 1.6% as excellent.
Postgraduate students of Digital School of Virtual and Open Learning are expected to have
excellent level of ICT proficiency, to access and utilise e-resources remotely. Perhaps, Post
Modern Library in Kenyatta University can consider providing more training, targeting the
postgraduate students to improve their ICT proficiency. Figure 3 presents the details

Figure 3: ICT Proficiency Rating of Postgraduate Students

A follow up question was asked to postgraduate students to find out how they learnt to
access and use e-resources. From the findings 20(30.7%) indicated Information literacy
training by library staff, 12(18.5%) chose self learning, 10(15.4%) mentioned fellow
students, 18(27.7%) indicated other sources, chose 3(4.6%) academic course and 2(3.1%)
mentioned course lectures. The library profession has viewed Information Literacy as a key
component of digital literacy. The library therefore must position themselves as the
providers of Information Literacy. Perhaps, to achieve this, multiple methods of teaching
Information literacy can be used. Table 1 summarizes the responses

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 Table 1: Methods Used by Postgraduate Students on the Use of e-Resources
Method of IL Frequency %

Information Literacy training by

Library staff 20 30.7
Self Learning 12 18.5
Course Lecturers 2 3.1
Fellow students 10 15.4
Academic course on how to use e-resources 3 4.6
Other 18 27.7
Total 65 100

Source: Survey data, 2016

Information literacy is the ability to know when there is need for information, be able to
identify, locate, evaluate and effectively use the information. It is very significant for
postgraduate students to possess Information literacy skills in relation to technology in
order to utilize e-resources efficiently and effectively. A question was asked to rate
Information literacy skills. Majority 68% of the students indicated information literacy as
good, 43% as very good and 11.9% rated it as excellent. Figure 4 summarizes the findings

Figure 4: Postgraduate Students Information Literacy Skills Level

Source: Survey data, 2016
To find out how competent the information literacy training has been, the respondents
were asked to indicate on a likert scale rating provided how information literacy skills had
enabled them to gain listed competencies. The mean scores calculated for all of the
variables were relatively high (4). Despite of this positive response, the library should take
into consideration of the evolving nature of access and use of information. Taking the wider
and diverse users of the library, who have access and use information in different location
and using different digital devices. Information literacy initiative that take into account of a
wider context of student behaviour in todays’ mobile, 24/7 access of information and
remote access environment.

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 Table 2: The Extent to Which Information Literacy Skills had Assisted the Students to Gain Information Search Competencies
Competencies Strongly Disagree Uncertain Agreed Strongly Total Mean
Disagree Agreed
Freq % freq % freq % freq % freq % Freq %
Successful
Formulating of
Questions based
On need 0 0 0 0 6 4.8 80 63.5 40 31.7 126 100 4.27

Able to identify
Sources of
Information 0 0 0 0 0 0 63 50 63 50 126 100 4.50

Successful search
Strategies 0 0 0 0 20 16 46 31.7 60 47.6 126 100 4.32

Locating sources
Of information 0 0 0 0 16 12.7 30 23.8 80 63.5 126 100 4.51

Able to
Evaluate information 0 0 0 0 6 4.8 90 71.4 30 23.8 126 100 4.19

Able to retrieve
Useful information 0 0 0 0 0 0 56 44.4 70 55.5 126 100 4.55

Able to integrate
Information in
Course work
And research 0 0 0 0 6 4.8 60 47.6 60 47.6 126 100 4.42

Source: Survey data, 2016

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 A related question asked to librarians during the interview on how postgraduate students
responded to e-resources all the 7(100%) respondents were positive that the students
responded well to the e-resources. Table 2 provides more details
The study sought to establish whether respondents had adequate strategies in searching
e-resources. The research findings showed that students mostly used keyword 112(88.9%),
Truncation 40(31.7%) and the least used strategy is Boolean Operator 3(2.4%) In Table 3
details of finds are shown.
Table 3: Strategies Used in Searching e-Resources
________________________________________________________________________
Strategies Most used (1) Moderately (2) Least used (3) Mean
Freq % Freq % Freq %

Truncation 40 31.7 76 60.3 10 7.9 1.76

Keyword 112 88.9 14 11.1 0 0 1.11
Boolean 3 2.4 20 15.9 103 81.7 2.79
Operator
Source: Survey data, 2016

In an attempt to measure student’s competencies in use of the above strategies a question

was asked. The responses show that majority of respondents competency is average
74(59%), 35(28 %) above average, 11(9%) Excellent and 6(4%) below average. Only 9%
indicated they were excellent and 4% were candid and said they were below average.
Figure 5 shows the competency rating in using search strategies by the postgraduate
students.

Figure 5: Competencies Rate in Using Search Strategies

Source: Survey data, 2016
The researcher sought to find out the widely used search approaches by respondents.
Google 100(79%) had a higher percentage of respondents compared to other approaches of
usage of e-resources. Library e-resources approach had only 17(13%) while Google
scholar had 9(8%). When respondents were asked to justify their answers, some of the
responses were: Google is the most widely used search engine, Google is the most efficient
to use. The findings are shown in Figure 6

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 Figure 6: Approaches Used in Searching e-Resources by Postgraduate Students
Source: Survey data, 2016

5. Conclusions
Firstly, Kenyatta University PML has put adequate infrastructure to allow remote access of
e-resources. The library policy for searching guidelines of electronic information states that
“It is the responsibility of Library to allow access to bonafide staff and students to all
electronic resources in bibliographic databases as well as software necessary to access or
use these electronic resources” the policy further states that “electronic information access
service shall be available to bonafide users on and off-campus” despite of the supporting
policy of the library, the ICT proficiency which is still low among the postgraduate
students. This critical problem identified by the survey, with 48.4% of respondents
considering themselves only to have fair ICT proficiency, and less than 12% very good to
excellent.. Secondly, Postgraduate students of DVSOL face different challenges in using e-
resources remotely, which can be attributed to lack of awareness, skills and competencies in
searching for e-resources.

5.1 Recommendations

5.1.1 Searching Strategies Training

Kenyatta University library policy states that “the library is responsible to provide literacy
training to all users, to equip them with the necessary skills to utilize information
resources” searching strategies identified in the survey identified as a challenge, with many
responses showing average competencies. Search strategies play a big role in the usage of
e-resources. New and fast changing information communication technologies have led to
vast amounts of information being generated. This has consequently led to a requirement
that users must develop sophisticated information handling skills and employ search
strategies if they have to access and effectively use the information. To provide more
insights on search strategies, the future research should focus on search strategies used by
postgraduate students studying off-campus.

5.1.2 Federated Search

The survey point out that keyword strategy is the most preferred. In this regard, PML
should adopt the use of federated search platform. This is having a single search interface
for searching and accessing different electronic resources. This will help users from
wandering from one site to another searching for relevant e-resource. This is in considering
that PML has subscribed to a number of databases which have different unique interfaces
which pose a challenge to users in accessing e-resources. The future research can
investigate the adoption and usage of federate search in University libraries in Kenya.

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References
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