the role of public libraries and emerging technologies in accessing oers to odl students at makerere...
TRANSCRIPT
LThe role of Public Libraries in accessing OERs to distance l rsity
The Role of Public Libraries and Emerging Technologies in accessing OERs to ODL students at Makerere University
By: Harriet M. Nabushawo, Samuel N. Siminyu & Paul B. MuyindaMakerere University (Uganda)
iNrIntroduction Makerere a dual mode university was running conventional
(internal) programs until 1991.
Open and Distance Learning (ODL) is a mode of study where teachers and students are often separated by time and space.
The main teaching tool are specially prepared materials in print, CDs, Audio, video and audio-visual.
Supplementary materials like text books, readers, reports, e resources etc.
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Access to study materials / resources Students access these resources through libraries both
on campus and off campus
Study materials are also offered both online and offline.
Emerging technologies have facilitated access to online materials like OERs
Mobile phones and tablets have been used to access OERs
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Motivation of the studyEarlier studies indicate that library services are inadequate in
study centres: (Mayende & Obura, 2013: Bbuye, 2012: Kawalya, 2010: Wrightson & Otto, 2005, Aguti, 2004)
Students are instead utilising public libraries
A public library is a local information centre, which have always supported distance learners (Meredeth, 2010).
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Motivation Cont--d Mobile learning has become popular due to accessibility of the
devices like phones, tablets, I pads, laptops etc
These are ubiquitous technologies which are available and accessible to students
They posses media, temporal and navigational affordances (Bower, 2008)
The study therefore set out to examine the contribution of public libraries and emerging technologies in accessing OERs to students
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Open Educational Resources - OERs
These are teaching, learning & research resources available in the public domain (OECD, COL & WikiEducator)
Released under intellectual property license that permits their use
They take different forms; full courses modules, text books, videos, software, tools etc
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tWhy are they important in ODL?hey important in ODL?
They supplement study materials given to studentsThey promote personalized learning – modified to meet
individual student needsThey provide access to quality educational resources there by
democratizing teaching and learning
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tResearch Questionshey important in ODL?
The study was guided by the following questions;
What ICT services and resources are available in public libraries to facilitate access to OERs?How have emerging technologies like mobile phones assisted ODL students in accessing OERs for learning?What challenges do ODL students face in accessing OERs?
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Methodology
The study adopted both qualitative and quantitative research approaches
Sampled 180 students and key informants Used Primary and Secondary data collection methods
(Questionnaires, Interviews and observations) Qualitative data was categorized and thematically coded while
numerical data was analyzed with descriptive statistics.
Findings: Availability ICT resources/services in Public Libraries Available ICT resources /services in PL
YES NO
Computers and other accessories 20 (12%) 144 (88%)Internet services 55 (34%) 109 (66%)OERs 38 (40%) 57 (60%)Photocopying and scanning 35 (21%) 129 (79%)
Technical staff ( IT and Librarians) 144 (88%) 20 (12%)
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Findings: Accessibility of OERs through mobile phones
YES NO
Possession of mobile phones 152 (97%) 4 (3%)
Mobile phone connected to the internet 116 (72%) 45 (28%)
Use of mobile phone to access OERs 111 (85%) 20 (15%)
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Challenges of accessing OERs by ODL students in Mak.
No official Partnership to facilitate effective access of OERs
Unreliable internet services and electricity in the public libraries
Limited computers for use
Physical limitations of mobile phones like; Limited capacity, small screens, battery time, small key pads etc
Limited computer skills and knowledge for information search
Restrictions by operating systems
Limited knowledge of instructors about the functionalities and affordances of mobile phones.
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Conclusions
OERs are a great support to teaching and learning mainly in higher institutions of learning where acquisition of rich resources is still a challenge.
Public libraries are well positioned to provide OERs to both the public and students since they possess basic ICT resources
Due to limited ICT services, the use of ubiquitous technologies like mobile devices has been explored
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Recommendations
There is need for the university to partner with other institutions with facilities and resources to ensure continuity of learning.
Since the University has subscribed to several data bases, these resources should be accessible to ODL students as well through either study centres or public libraries
The ODL students should be sensitised and trained in accessing OERs for leaning purposes.
ODL students to be encouraged to make use of mobile phones to access OERs.01/05/23
Key References
• ACRL, ( 2008). Association of College and Research Libraries: Standards and guidelines for Distance Learning Library Services.
• Bower, M. (2008). Affordance analysis–matching learning tasks with learning technologies. Educational Media International, 45(1), 3-15.
• Kukulsa-Hulme, A., & Traxler, J. (2005). Mobile teaching and learning. In A. Kukulsa-Hulme & J. Traxler (Eds.), Mobile learning (pp. 25 - 44). Oxon: Routledge.
• Mayende, J.& Obura. C.O. (2013). Distance Learning Library Services in Ugandan Universities. In journal of Library and Information Services in Distance Learning. Published on line.
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