SECTION 2: INTERVIEW RESULTS
6.3. Conclusion
or overcrowding). There were also challenges relating to access to resources on the web because of control or governance issues. Certain useful sites were blocked, passwords for some journals were unavailable, and institutions did not subscribe to some journals.
Another annoyance (as opposed to a serious challenge) was the issue of popups or unsolicited mail or adverts.
6.2.5. To recommend optimal ways of web information seeking and use within higher education institutions
Mechanisms or ways that could improve the web information seeking processes at the two institutions are discussed under the recommendations section.
There were a number of significant barriers to the identified uses. When asked about the changes they might like to see, support for greater access and training were cited.
Among the main findings of the study were the following:
Access. A number of computer laboratories are available at both institutions, including main laboratories, departmental computer laboratories, and library laboratories. Although facilities for web access are available, they do not seem to (sufficiently) cater for the massive student populations at the two institutions.
Connectivity and connection types. Most of the respondents gained access to the Internet by means of wired computer laboratories and wired office terminals. A fair number of the respondents had home access. The connection types that seemed to dominate were modem access and dial up connections, although most of the respondents did not know the type of connection they had.
Satisfaction with mode of access. Most of the interviewees were not satisfied with their mode of access. They complained about poor Internet connections, arguing that they always failed or were down.
Preferred medium of information. Most respondents said that they combined both print and electronic media in their search for information. Significant growth was recorded in the use of the electronic medium, although print media has still remained important. Although there is generally widespread scepticism about the notion of a total shift or reliance on electronic media and a total disregard for print sources, respondents’ (students and staff) impressions were that electronic sources are increasingly growing more relevant.
Reasons for searching for information online. The web is used to meet a variety of needs, ranging from work, to research, studies, entertainment and leisure. For academics, use at work and at home is not necessarily the same, with more peripheral (or less academic) needs addressed at home. The web seems to be more holistically used by students in educational institutions, perhaps because most do not have access (to the web) at home.
Levels of literacy. While staff members demonstrated a fairly high level of online literacy, a lot of improvement is required from students. A considerably large
number of the respondents were self taught, particularly members of staff. The latter stated that training would not be of much benefit to them as they have managed, over the years, to learn on their own. While the staff members cast doubt on students’ online skills, it appears not to deter those (students) from using the web. Many students had received training. Those who hadn’t, felt that it would make a difference. There is generally a growing awareness of the advanced role computers play in searching for information (perhaps as a result of the push from jobs or studies). Students and staff are taking the initiative and learning on their own. It seems reasonable to expect that with proper training, they would fare even better online than they do now.
Range of information technologies and channels used. Both institutions have recognized that recent advances in ICTs have altered the pattern of delivery of academic services in higher education and significantly modified the information seeking behaviour of the students and staff served by these institutions. The web has led to a fundamental paradigm shift in information seeking behaviour. It is a low-cost technology that provides access to multiple channels of information that can be exchanged in a manner beneficial to higher education users. The institutions have taken steps to cater for this change by providing facilities for (or in support of) web information seeking. At the University of Zululand, a new postgraduate lab has recently been commissioned, while the DUT has finally started to offer e-learning. Efforts to do the latter are at advanced stages at the University of Zululand. At this stage, these initiatives are not on a grand scale, although there are intentions to broaden them in the future.
Challenges. The main or recurring challenges in both institutions were as follows:
i. Lack of web searching and evaluation skills. Although a number of respondents appeared to have received training, this also didn’t seem sufficient for optimal web use. Specifically, respondents complained that they could not (or did not know how to) reference certain Internet sources. They also did not know what to
do about information overload (they often retrieved general or irrelevant information).
ii. Poor connectivity and access. Effective access to facilities was cited by the respondents as a problem. Some of the barriers to access reported include few computers, overcrowding, sharing lab facilities with lectures or tutorials, and restrictive opening hours. Technical difficulties were also cited as a serious problem, particularly the unpredictable performance of the Internet.
iii. Lack of technical support or assistance. There were also a lot of claims that laboratory assistants harass students.
Other concerns had to do with the lack of local content, journal licensing, viruses, popups, and unsolicited mail or adverts.
Use of or visits to other sources.
While some respondents indicated that they no longer needed to use print sources or visit traditional information storehouses (such as libraries), an equally large group argued that these traditional information resources still have a role to play. The library’s image to information seekers in general is not good, and needs to be improved. Reasons for discontinuing visits to the library were cited as lack of speed, saving time (no need to retype material obtained online), entertainment (the web appeals to respondents because one can work and play at the same time), ease of use and simplicity, and the currency of online information.