Browsing by Author "OLAWOYIN Olajumoke Rebecca"

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    Blended Learning in Higher Education: Implication and Strategies for Academic Library Support
    (ResearchGate, 2019-03-11) YUSUF Felicia; ADEBAYO Oyeronke; IWU-JAMES Juliana; OLAWOYIN Olajumoke Rebecca; FAGBOHUN Micheal; UGWUNWA Esse; SEGUN-ADENIRAN Chidi; IZUAGBE Roland; OWOLABI Sola Emmanuel
    Following advances and widespread use of information and communication technology (ICT) in education and the current tech savvy generation of learners, blended learning has emerged as a panacea to address the needs of learners in higher education institutions. It has the potential to expand access to quality education and break learning barriers in developing countries. Blended learning has created a paradigm shift in library services, however, not all academic libraries in developing countries have understood their roles in a blended learning environment. Academic libraries can play significant roles on its own and in collaboration with faculty in several areas through innovative strategies like embedding and integrating information literacy into the curriculum, matching students with the right learning resources, designing innovative physical space with hi-tech to support blended learning. The paper will examine the state of academic libraries in developing countries with emphasis on their ability to participate in an embedded learning environment, it will investigate from literature, the factors that can enhance and hinder academic libraries intervention in a blended learning environment. It will reveal the competencies and skills required by academic librarians to be relevant in an embedded learning environment.
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    ItemOpen Access
    Impact analysis of e-Databases’ job relevance, output quality and result demonstrability on faculty research motivation
    (Emerald Publishing Limited, 2022-11-22) IZUAGBE Roland; OLAWOYIN Olajumoke Rebecca; NKIKO Christopher; ILO Promise Ifeoma; YUSUF Felicia; IROAGANACHI Mercy; ILOGHO Julie; IFIJEH Goodluck Israel
    The purpose of the study is to ascertain whether or not faculty members would be motivated to use e-Databases for research considering the impact of the Technology Acceptance Model2 (TAM2) cognitive instrumental processes of job relevance, output quality and result demonstrability. Design/methodology/approach – The survey research design was applied. The selection of samples was based on a multistage sampling technique involving; purposive, simple/systematic random and total enumeration procedures. Five colleges and departments each were selected from the three universities that provided the setting for the conduct of this study, out of which a sample of 135 was drawn from the total population of 209. The questionnaire method was used for data gathering. Ninety-five percent return rate of the administered instrument was observed. Descriptive and inferential statistical tools were employed for data analyses. Job relevance, output quality and result demonstrability are motivators of faculty use of e-Databases for research with result demonstrability wielding the strongest influence. Use of e-Databases for research is based on the usefulness level perceived of them. Faculty are highly predisposed to using the technology for research with the chances of getting published in reputable journal outlets ranked highest among other factors that influence faculty use of e-Databases. The conceptualization of TAM2 cognitive instrumental processes as system characteristics and motivators of e-Databases use among faculty towards research engagement advances the understanding of intention to use e-Databases for research.