I am grateful to the University of KwaZulu-Natal (UKZN) for the opportunity it has given me to fulfill my dreams and goals. Many thanks to the study population for their participation – this study would not have been possible without their willingness to participate.
INTRODUCTION
- Introduction
- Background of the study
- Statement of the research problem
- Research purpose and questions
- Significance of the study
- Scope of the study
- Definition of terms and concepts
- Theoretical framework
- Research methodology and methods
- Structure of the study
- Summary
This study focused on identifying and understanding the information needs of UNISA students using ARD MML. The focus of this study was to identify and assess the information needs of UNISA students using the ARD MML.
THEORETICAL FRAMEWORK AND LITERATURE REVIEW
Introduction
Theoretical framework
The theoretical framework will present and describe the theory or chosen model that will explain why the research problem exists. The theoretical framework underlying this study was taken from Wilson's 1996 model of information behavior and will be discussed in more detail later.
Information seeking behaviour models
- Wilson’s model of information seeking behaviour
- Wilson’s 1981 model
In 1996, Wilson decided to expand on his version of the 1981 model of information behavior, and the "information-seeking behavior model" was the result. Ellis, 1989), who defined the actions of the information seeker involved in the "active search" method of information seeking.
Theoretical framework underpinning the study – Wilson’s 1996 model
Expanding Wilson's Model on the Information Behavior of Distance Students” (Tury, Robinson, and Bawden: 2015). According to Tury, Robinson and Bawden, this extension leaves the structure of the model unchanged, expressing the process of information seeking while allowing a concentration on the aspects that matter most to distance learners.” The strength of this model is its ability to modify the background factors that influence access to information search.
Literature Review
- Distance education
- Library services to distance learners
- Distance learners and nearby public libraries
Jowkar stated that "one of the most important support systems affecting the quality of distance education courses offered is the provision of library and information services and resources". Additionally, public library resources may be more easily accessible than academic library resources.
Studies on information needs of distance learners
- United Kingdom (UK)
- United States of America (USA)
- Asia
- Africa
- South Africa
Cooner, Williams, and Steiner's (2011) study examined the promotion of the library as a place for distance students. Kwadzo (2014) conducted a study to identify library use and needs of students of the College of Agriculture and Consumer Sciences, University of Ghana. More focused on distance education was Larson's (2016) study, which examined the information needs of distance learners at the Winneba Study Center of the University of Education in Ghana.
Nwezeh found that "a variety of techniques have been used to provide library services to distance learning students". The study also revealed that one of the shortcomings of distance learning was inadequate use of library resources for information and self-development by students. However, despite the title, the study focused more on the library staff and services that the library provides than on the information needs of students, thus creating a gap in the literature. 38. 512) found that distance education students faced challenges regarding the skills they needed to survive in distance education.
Summary
RESEARCH METHODOLOGY AND METHODS
- Introduction
- Research paradigm
- Research approach
- Research design
- Study population
- Sampling
- Data collection
- The questionnaire
- Pre-testing of questionnaire
- Changes made to the questionnaire
- Data analysis
- Validity and reliability
- Ethical issues
- Summary
The positivists believe in empiricism – the idea that surveillance and dimension are at the heart of the scientific endeavor. Thompson defined quantitative research as “the research that emphasizes the use of numbers and statistics to analyze and explain social events and human behavior.” Kumar stated that “quantitative research has a number of specific features that are specific and well structured and have been tested for both their validity and reliability and can therefore be clearly defined and recognized.” Quantitative research usually begins with a research design in which a precise hypothesis precedes the quantification of data with subsequent numerical analysis. The study did not draw a specific sample from the population, but focused on the students who were willing to be part of the sample.
Evaluation of a research method requires the researcher to assess the validity and reliability of the research method used. Assessment of potential benefits and risks for participants – The research should be of benefit directly to the participants or more broadly to other researchers or the community in general. The population of the study, sampling technique, data collection instrument and data analysis methods were systematically discussed in the chapter.
RESEARCH RESULTS
Introduction
Presenting data
Response rate
Section 1: Demographic information
- Age and gender
- Level of education
- Registration status
- Field of study
- Home language
Women thus constituted a fairly significant majority of the respondents and of them were in the age category 20 – 30 years. The results broken down by gender are reflected in Table 2 below and show that a slight majority of respondents were graduates, followed by graduates. Respondents in question 1.4 were asked to indicate their field of study as the researcher wanted to establish what the popular fields were.
As shown in Table 3 below, the most popular field of study among the many fields mentioned was education, as indicated by just over half of 59 (51%) respondents. Thus, there is a large gap between it and the next most popular field of study, namely law with 10 (8.6%) respondents. As can be seen in Table 4 below, the home language of the vast majority of respondents was Izulu.
Section 2: Purpose for use
- Seeking help
What the findings regarding language do indicate is that all but one respondent were likely to pursue their studies in a language (English) other than their native language. As noted, question 2.2 examined who the respondents sought help with regarding their scientific information needs.
Section 3: Information needs
- Visiting MML
- Necessary information
- Degree of satisfaction
- Personal characteristics
It is clear that the library's resources largely meet the respondents' needs, but there is room for improvement. Respondents were asked to indicate their level of satisfaction with information obtained from the Adult Reference Department (ARD). Five (4.3%) were unsure, none of the respondents were dissatisfied, and one (0.8%) did not answer the question.
The question was asked to eliminate doubts the researcher had about why some of the students might not be able to obtain the kind of information they were looking for in the library. Worryingly, only a third of the respondents had computer and information searching skills essential for finding relevant information needed for their studies. Also worrying is that only 11 (9.5%) of the respondents received training in the use of the library and its resources.
Section 4: Information sources
- Use of ARD
- Prescribed or recommended material
- Information sources consulted
- Level of satisfaction using Internet café
- Contributing factors to finding information
The third question in the fourth section asked the participants to indicate what resources they looked for in the library when searching for information and how often they did so. Except for the respondents who always used the Internet, more than nine percent of the respondents did not always consult any of the other information sources. The first concerned the time needed to search for information on the Internet, and the second whether.
The vast majority of respondents expressed some degree of satisfaction with both the amount of time taken to find information online and the success of doing so – 80% and 80.7% respectively. Of interest was the approximately 13% of respondents who did not respond suggesting that they did not use internet cafes. There are several factors that contribute to the sources of information that students consult and use to find information.
Section 5: Library services
- Services offered by the library
- Other services
- Satisfaction with ARD resources and services
Two services had a relatively low level of awareness, namely ILL and literature searches, with 67.2% and 43.1% of respondents indicating a lack of awareness, respectively. The vast majority of respondents were aware of the provision of all South African published material and internet services. The total percentage does not add up to 100% due to rounding of numbers to one decimal place.
A ramp for the disabled to use from the ground floor to the first floor as the lift is sometimes not working.” While the majority of respondents (77.5%) were either somewhat, mostly, or completely satisfied with the resources and services provided by ARD, there were 11 (9.4%) respondents who were mostly satisfied. Total percentage does not equal 100% due to rounding of numbers to one decimal point.
Section 6: Challenges or barriers experienced when using ARD
The final question of the questionnaire gave participants the opportunity to add any additional comments, concerns or suggestions they might have had. The library will open until 16:00 on Saturdays to accommodate those who are at work during the week." Key findings were presented in the form of tables and figures with textual summaries.
INTERPRETATION AND DISCUSSION OF THE RESULTS
- Introduction
- Demographic profile of the respondents
- Age and gender of respondents
- Level of education
- Field of study
- Registration status
- Home language
- Purpose for using ARD
- Seeking help
- Information needs of UNISA students using ARD
- Information source preferences
- Reasons for choice of information resources
- Library services
- Challenges/barriers experienced by patrons
- Summary
The questions corresponded to the models used and the information needs of the users who made direct contact with ARD. The interpretation and discussion of the results follows the order of the sections of the questionnaire. Tury, Robinson, and Bawden's (2015) study also revealed that over half of the study participants were pursuing undergraduate studies.
However, as noted in the previous chapter, it can be assumed that most participants were. However, a majority of participants preferred to consult ARD (reference) staff when they needed information. A higher percentage (88.7%) of respondents indicated that they were aware of the internet services offered by the library, while only ten respondents were unaware of this.
CONCLUSIONS AND RECOMMENDATIONS
- Introduction
- Overview of the study
- Conclusions
- Purposes of UNISA students in using ARD
- Participants’ patterns of use of the ARD
- Information needs of the participants
- Information sources preferred by participants
- The knowledge of library services offered by MML and ARD
- Participants’ satisfaction with services available
- Challenges and barriers experienced by participants
- Recommendations
- Suggestions for further research
- Summary
As stated in Chapter 1, the purpose of the study was to determine the information needs of UNISA students using ARD for MML and whether the department (and MML) met these needs. Also included in the chapter was the scope of the study and definitions of key terms used. The study concluded that not all participants were aware of the services offered by ARD.
Based on the findings of this study, the implementation of this should be reconsidered. It provided an overview of the study in terms of the information needs of UNISA students using ARD MML v. Information-seeking behavior of distance learning students: A case study of the University of London International Programs.
Permission to conduct research in Msunduzi Municipal Library
Participants covering letter and informed consent
Data collection instrument: self-administered questionnaire
The Adult Reference Department (ARD) provides the resources and services in various media formats to meet users' needs for education, information and personal development. This section attempts to find out from you what the primary purpose of using ARD is and whether that purpose is being fulfilled. I have the language ability to express myself clearly. I have experience using the library. I have received training in how to use the library and its resources. I have computer and information search skills.
Information sources refer to any source of information from which information can be obtained, such as books, encyclopedias, magazines, and the Internet.
The use of ARD library resources and services
