The Suitability of Hybrid Library Services to Open and Distance Learners in Nigeria

In Nigeria, open and distance learning has become widely accepted. Even though there are a myriad of educational problems, workers, politicians, school leavers, and the public are finding the distance learning system a convenient and flexible mode to acquire education. Libraries are indispensable in every facet of higher education. Adequate library support for distance learners is mandatory for the qualitative delivery of instruction and learning. The development of hybrid libraries has definite benefits for distance learners. It is imperative to create virtual learning environments and libraries without borders to reach multitudes of learners at various locations. Several institutions are approved to run distance learning. Eight distance-learning university libraries were purposively selected to examine the status of hybrid library services aimed at reaching distance learners. These include the Federal University of Technology Library, Minna, University of Maiduguri Library, University of Abuja Library, Ahmadu Bello University Library Zaria, National Open University of Nigeria Library, Olabisi Onabanjo University Library, Ago-Iwoye, Ignatius Ajuru University of Education Library, Port Harcourt and Joseph Ayo Babalola University Library. The objectives of the study were to determine the status of library services in ODL institutions in Nigeria, analyse the form of library service most suitable to distant learners in Nigeria, examine the challenges confronting distance learning in Nigeria and determine the challenges in providing timely library services to distant learners in Nigeria. This paper examines the penetration of distance learning in Nigeria and the suitability of hybrid library services provided to distant learners. It examines the challenges in creating and delivering well-integrated and functional library services for distance education and the prospects of a hybrid library in a developing country like Nigeri

Beyond disruption: technology enabled learning futures; 2020 edition of Mobile Learning Week, 12-14 October 2020 : report

Mobile Learning Week (MLW) is the United Nations’ flagship event on Information and Communication Technology (ICT) in education, and has been organized by UNESCO and its partners consecutively for eight years. The 2020 edition of MLW 2020, held online because of the COVID-19 pandemic, was devoted to the theme of Beyond Disruption: Technology Enabled Learning Futures. The three-day event focused on knowledge sharing on the use of technology to ensure learning continuity and quality, and to build resilient education systems against the backdrop of the COVID-19 education disruption. This synthesis report consolidates, showcases and assesses lessons learned from distance learning programmes shared by more than 3,000 live online participants and 90 speakers, including ministers, representatives from governmental agencies of Member States and international organizations, together with experts from NGOs, the private sector, as well as academic institutes

Operational challenges of providing library services to distance education learners in a higher education system in Uganda

This study investigated operational challenges of providing library services to long distance learners at higher education institutions in Uganda. The study adopted a survey research design, and the population was drawn from distance learners and librarians at Uganda Martyrs University (UMU). Quantitative and qualitative approaches were employed, online Google Form questionnaires were sent to 50 distance learners and 5 library staff. A total of 33 and 4 filled questionnaires were received back from students and library staff respectively and registering a response rate of 74%. The study revealed that 75.8% of the student respondents were not satisfied with the library services and resources. 81.8% of the respondents were not easily accessing library services and resources and mentioned the challenge lack of login credentials for accessing e-resources; Lack of access to a library nearby with relevant textbooks and journals; poor Internet Connectivity; get assistance from library staff; Not trained to access online library resources; and Geographical isolation. The study recommended the following to the management of UMU library; the library should consider establishing distance learning desk at their main library to address distance learners information needs; coordinators for distance learning programs should collaborate and work together with librarians in planning for new students orientation program; libraries in Uganda whether academic, community or public should form collaborations and sign resource sharing agreements that allow their students to freely access any library resource or services from neighbouring libraries

Blended Higher Education Opportunities for Refugees: A Comparative Study

abstract: This study aims to gain an understanding of higher education interventions taking place in refugee camps around the world that implement hybrid online and on-site models. Through an archival, database study, this uncovers the most salient characteristics of 8 international interventions (Australian Catholic University, Borderless Higher Education for Refugees, Jesuit Worldwide Learning: Higher Education at the Margins, InZone, Kepler, Mosaik, Global Border Studies, and Education for Humanity) in regard to logistics, academics, technology, and pedagogy. The study found multiple ways in which these programs seek to increase inclusion and success of refugee learners. These techniques include (1) free tuition, (2) nutrition, security, and transportation accommodations, (3) gender equity provisions, (4) course accreditation, (5) preparatory courses, (6) student support and development, (7) durable solutions related to employment, (8) tailored curricula, (9) flexibility of course structure, (10) critical thinking & reflection, (11) hybrid, adaptable, and portable course delivery, (12) on-site technology support, and (13) accommodations related to electricity and internet connectivity.Dissertation/ThesisMasters Thesis Justice Studies 201

Open, Distance and E-learning : global partnership and enhancing opportunities for all

Education is universally acknowledged as a basic human right. The attainment of education directly influences a country’s ability to participate in the global economy. It is thus unsurprising that higher education is unanimously considered the foundation for national development, and fundamentally needs to be made available and accessible to every individual. The notion of an accessible, affordable, equitable and quality education has often been linked to open, distance and e-learning (ODEL). Within the past several decades, ODEL has paved the way for an unprecedented number of people to access learning opportunities and obtain a university degree. While much has already been achieved in a relatively short time, the challenge at this juncture is to ensure that ODEL can overcome traditional obstacles and barriers to indeed make learning an opportunity for all. One of the mechanisms through which this can be achieved is global partnerships, where institutions can leverage on the openness and flexibility of ODEL to reach out to an even greater number of people and provide access to learning and education. This paper will explore the idea of education without boundaries as well as discuss partnerships in the context of various educational stakeholders, the advantages of partnerships and collaborations and how ODEL institutions can explore partnerships to create their own global brands. Finally, this paper will also describe how, as Malaysia’s premier open university, Open University Malaysia (OUM) has been able to make its own mark in the international arena

A Case study mapping literacy learning opportunities and identity construction among African immigrant youth in a Canadian Secondary School

Studies with immigrant and refugee youth highlight challenges, school failure and early push-out rates (Anisef, 2008; James, 2012; Roessingh, 2010). There is limited research about how immigrant students especially from continental Africa negotiate their identity at school for positive outcomes. The goal of this qualitative case study was to explore literacy learning opportunities afforded by the school for African youth who were learning to become literate in English as an additional language in a Canadian secondary school and the implications for the students’ communicative and identity options. The study utilized ethnographic tools, i.e., interview, classroom observation, mapping literacy activities and artefacts, students’ out-of school and school literacy practices across migratory ecologies over a period of three months with six students, two teachers, and a social worker at the school. Perspectives of literacy as social practices (Barton & Hamilton, 2000), multiliteracies theory (NLG, 1996), and critical post-colonial perspectives (Bhabha, 2004) provided a lens to explore the intersection of place, voice, identity, language and literacy learning. Study results highlighted students’ aspirations to a promising future in Canada and the nature of the school curriculum in responding to the aspirations, funds of knowledge, and the contextual challenges encountered by the students. The agentive role of choice artefacts to communicate interests, experiences, and knowledge of minoritized students. The study recommends that schools and community agencies map students’ experiences across migratory ecologies to adequately plan relevant supports. Reimagining school curriculum and high stakes testing to draw on minoritized students’ funds of knowledge, and intercultural learning and scaffolding to foster co-construction of knowledge. The study contributes to the knowledge base about literacy education for minoritized groups that draws on asset models rather that deficit ones, and advances equity and social justice in education and society

Educational use cases from a shared exploration of e-books and iPads

E-books and e-book readers are becoming increasingly widely available, particularly for the general reader, and there have been many studies on their adoption. However, less is known about their use for educational and academic purposes. We report here on work carried out on e-books and e-book applications using iPads by academic and teaching staff. After considering pedagogical issues and reporting survey results, we identify a spiral of six key use case areas for e-books. This spiral of use cases moves from basic e-book use, through situational reading, e-books and learning, using multiple learning resources, collaborative/group learning, to e-book production. We discuss each of these use case areas and provide guidelines that will be of interest to practitioners and researchers alike