Covenant Journal of Communication (CJOC) Vol. 5 No. 1, June 2018

An Open Access Journal, Available Online

Use of Online Learning Resources by Students: The Case of ,

Opene S. Ozonuwe, Elizabeth B. Lateef & Humphrey O. Nwaogu

Crawford University, Igbesa, Nigeria Correspondence: [email protected]

Abstract: In the past, access to library holdings was through cabinet boxes via card catalogue system which took time and warped users. Not anymore. From the comfort of one’s remote location, uninterrupted access to learning resources through the Online Public Access Catalogue (OPAC) system is now the standard. This study investigates the level of awareness and the use of OPAC services by the undergraduate students of Crawford University, Nigeria. Focus is on the challenges encountered and possible solutions. Findings from 115 respondents show that majority of the respondents, 81.8%, are not aware of the OPAC services, 97.3% heavily rely on the library staff and the shelf list to locate and retrieve library resources, 90.0% rely on their peers, 94.5% wander from one shelf to the other while 65.5% scatter the shelves before they find what they are searching for! Orientation and re-orientation of the students toward OPAC and publicity hold the key to a visible and optimum use of the system.

Keywords: Awareness, Use, Online Public Access Catalogue (OPAC), Undergraduate Students, retrieve, resources.

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Introduction which provide the platform for users Librarians use globally accepted to search and locate books and other rules and classification schemes to materials that are physically catalogue, classify and organize available in the library. Many library holdings, but this varies with libraries do develop a software the type of library. Therefore, every package for their OPAC services library resource has a unique call while others install or adapt existing number or class mark given to it to ones to suit their collections. Kumar ensure that subjects are either (2010) recommends that libraries grouped together, differentiated or should develop and maintain separated accordingly to ensure easy integrated OPAC with both internal access. and external resources as well as

The Online Public Access printed and other formats of Catalogue (OPAC) became knowledge. Some libraries’ OPAC operational following the rapid are internet-based and can be advancement in information and accessed globally. Others are communication technologies, installed on stand-alone computers automation, digitalization and and can be accessed remotely development of social networks in offline via an intranet. Tanja & 1970’s. Before then, access to Maja, (2008) note that while global library holdings were basically online clients such as Elsevier, through cabinet boxes, either by Google Scholar and Amazon are subject, title, or author. The cards significant learning resource were usually in 3x5 inches with the depositories operating on the Web bibliographical information of the 2.0 technologies, OPAC still has its resources entered on them and filed own advantages in the era of internet. into the cabinet boxes. They were the directories, the bibliographical For any university to thrive, there list of holdings and pointers to must exist students who learn, study where the resources are available in and acquire knowledge. There must the library. Users were expected to also be a group of staff (academic search through the cabinet boxes or and non-academic) who instruct, check the book catalogues to be able teach, motivate and examine to locate what they wanted on the students as well as evaluate learning shelf. outcomes, carry out research and

OPAC is a software package for discover new ideas, theories and library holdings. It is an online principles. However, the aims of the database for learning resources held students and staff in a University by a library or group of libraries, environment cannot be fully achieved without a well-staffed and

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stocked library that is saddled with The university did not its own but the responsibility of ensuring that had adapted an OPAC service for learning resources are acquired from easy access to its collections. Two time to time, processed and made terminals points were made accessible to users. Onuoha, Umahi available for this purpose. The & Bamidele (2013) note that no major searching options are subject, university program can be author, and title, International accredited without a well built and Standard Book Number (ISBN), well stocked library. Lena (2008) International Standard Serial discusses the usability of OPAC Number (ISSN) and publishers. The systems in large libraries with a OPAC only provides access to the color-coded classification system bibliographical record of the showing the status of the book likes resources and not the full text of the the green highlight for available content of the resources as indicated books, yellow highlight for earlier. By making access to library borrowed books and red highlight holdings easy, OPAC saves the time for reference copies. of readers and eliminates all the Statement of the Problem shortcomings of catalogue boxes. Awareness promotes usability However, in spite of OPAC, (Morah & Omojola, 2011) and students of some Nigerian accessibility with regard to the universities that use the system have usage of library. Rarely can one complained they find it difficult benefit from resources he or she accessing books, journals and other does not have prior knowledge of. materials through it. Crawford, a The first of five laws proposed by typical private university in Nigeria, respected Indian librarian is not exempt from the challenge. Ranganathan (Srivastava, 1977) This elicited our interest to emphasizes the important of every investigate the profile of users’ book but asserts that there are awareness, use, challenges faced by certain books in the library that the few who have access and would never get used simply suggest possible ways to tackle because the user does not have those challenges. knowledge of their existence and availability in the library. Moreover, Rationale for the Study the awareness is not limited to The advent of computer and ICT resources but also to the means by technologies brought about which those resources can be enormous changes in library located. This work investigates practice. OPAC is one of the most OPAC’s access to library resources widely used cataloguing formats. It in Crawford University, Nigeria. enables librarians to store

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Opene S. Ozonuwe, et al CJOC (2018) 5(1) 82-96 bibliographic records in a database. University in retrieving Many university libraries and other resources from the University institutions of academic orientation Library? prefer the OPAC system because of - What are the challenges faced the claims of its flexibility, up to by students of Crawford date and easy to use functions as University when using the well stress-free maintenance. OPAC? However, the claim of some - What are the possible solutions students that they find it difficult to to the challenge affecting the access the system counters the awareness and use of the software developers’ claims and put OPAC by students of Crawford the system to the test. Incidentally, University? students constitute the largest set of Literature Review OPAC’s target users. The students’ Sales (2004) affirms that the card worries should be investigated with catalogue was the most widely used a view to finding solutions to them. type of catalogue until the early Jia & Cathy (2008) in their research 1990s. Entries were divided into attempted to find answers to the author cards, title/series cards, and following questions: Why is the subject cards and alphabetically OPAC ineffective? What can arranged within each category. libraries and librarians do to deliver Studies by Kao (2001) reveal that an OPAC that is as good as search the OPAC provides wider access, engines to serve their users in a since users can retrieve information better way? In this study we from any participating library or domesticate some of these questions even search online from their home to Nigeria and particularly Crawford computer. Madu (2004) perceives University as a way of widening the OPAC as a system that allows solutions to the challenges and the user to quickly and effectively expanding the literature on the search the computer-held files of the subject. library/libraries. According to Sanni Research Questions & Idiodi (2004), OPAC enhances To support the objectives of this cataloguing procedures in libraries, research, four research questions thereby making the retrieval were formulated thus: information resources more - What is the extent at which effective. Aina (2004) states that students of Crawford OPAC is the most modern form of University are aware of the library catalogue, whereby OPAC service? bibliographic records of all the - What are the methods used by documents in a collection are stored students of Crawford in the computer memory disk. Guha

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& Saraf, (2005) add that the system Awolowo University, Ile-Ife (in allows users to access resources of Nigeria) and found out that 68.7% libraries, publishers, and online of respondents were aware of the vendors with ease. OPAC service but only 19.8%

Ruzegea (2012) describes the actually used it. About 51.9% awareness of OPAC as the undergraduate and 16.2% knowledge of it, stressing that this is postgraduate students did not use the first step to the usage of OPAC at all, owing to irregular literature materials and other electricity supply, network failure and shortage of OPAC terminals. relevant information inside and outside the library. This view is The study of Onuoha, UmahIi & supported by Oresanya et al. (2017). Bamidele, (2013) on the use of Nisha & Naushed (2011) describe OPAC among final year students of the awareness of OPAC as the Redeemers University (RUN) and degree of users’ knowledge and University of Agriculture (UNAAB) availability of the services and the in Nigeria shows that 75.38% and extent made use of them. Fati & 49.5% from RUN and UNAAB Adetimirin (2015) emphasize that respectively did not use OPAC. setting up an OPAC without the Mulla and Chandrashekara (2009) target user being sensitized about investigated why target users did not the purpose, functions, and benefits use OPAC. Their report shows that can be considered a waste of 91.06% complained of shortage of resources. To corroborate this, terminal point in the library while Ebiwolate’s study (2010) reveals 55.69% were not interested due to that majority of the undergraduate lack of awareness of the OPAC students in , service. Asari & Amita (2008) Nigeria were not aware of the conducted a study on awareness and library catalog and its uses. Another use of OPAC in five Delhi libraries research carried out on Babcock and discovered that not many of the University by Bamidele, Omeluzor, users were aware of the expert Onoyeyan & Aluko-Arowole (2014) search function in the system. The reveals that 71.4% of the research carried out by Mansor respondents were not aware that (2007) on Heuristic Evaluation of they could retrieve call numbers of Interface Usability for a Web-based resources they needed before going OPAC at the IIUM University to the library. Library discovered that there was a

Fabunmi & Asubiojo (2013) lack of visibility of interface status investigated the awareness and use in IIUM Web PAC interface. of OPAC by Students of Obafemi Mansor also notes that the most obvious weakness of the interface is

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Opene S. Ozonuwe, et al CJOC (2018) 5(1) 82-96 the lack of a proper messaging Method system to inform users on the The descriptive survey design was system's status during delays, as adopted for the study. The reported by 60% of respondents. undergraduate students of Crawford

Bemidele, Omeluzor, Onoyeyan & University constituted the Aluko-Arowole (2014) state that the population of the study. There were awareness and use of OPAC are low approximately 1,200 undergraduate and attribute the problem to unstable students as at April, 2017 when this software application, erratic power information was sourced from the Registry of the university. supply, and insufficient funds to support automation projects. In the Stratified random sampling same vein, Fabunmi & Asubiojo technique was deployed to select (2013) outline irregular power 10% of the total population, supply, network failure and the bringing the total sample size to shortage of computer systems 120. This figure correspondent to designated for OPAC as inhibiting the copies of structured factors against the use of OPAC. questionnaire that were Yusuf (2012) identifies lack of administered, 115 were returned, out awareness in the community of of which, only 110 were found library users, low familiarity with useful for the investigation. The the use of software, shortage of questionnaire was titled the terminals and poor electricity supply Awareness and Use of OPAC among others as the hindrances to services in Crawford University the use of OPAC. Ifijeh (2011) Library. It had two sections. The recommends publishing and section A captured the demographic distribution of handbills, placing data while section B consisted of posters in strategic places, mailing variables on awareness and use of list programs, use of billboards and OPAC services. We agreed that library awareness programs for all simple percentages were good students to boost users access. enough to exhibit the outcome expected.

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Data Presentation

Table 1: Frequency of questionnaire representing respondents’ department

Departments f % Mass Comm. 7 6.4 Pol. Sci. & Int. Rel. 14 12.7 Accounting & Fin. 15 13.6 Economics 9 8.2 Bus. Admin. 5 4.5 Sociology 5 4.5 IRPM 9 8.2 Computer Sci/ ICT 7 6.4 Physics/ Elect 5 4.5 Bio. Chemistry 7 6.4 Micro Biology 13 11.8

Geology 6 5.5 marketing 4 3.6 public administration 4 3.6 Total 110 100.0

Table 1 indicates that the departments of Geology and departments of Accounting and Marketing had the least number of Finance had the highest number of respondents with 6 and 4 respondents with 15 (13.6%) among respectively. the 14 departments in this study, the

Table 2: Frequency of questionnaire retrieved from the colleges

Colleges f % CBSS 71 64.5 CNAS 39 35.5 Total 110 100.0

Table 2 indicates that College of with 71 (64.5) while the College of Business and Social Sciences Natural and Applied Sciences had (CBSS) had the highest respondents 39 (35.5) respondents.

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Table 3: Frequency of questionnaire showing students level

Students Level f % 100 7 6.4 200 23 20.9 300 47 42.7 400 33 30.0 Total 110 100.0

Table 3 indicates that 300 level 100 level students have the least students have the largest number respondent 7 (6.4%). respondents 47 (42. %) while the

Table 4: Awareness of OPAC services

Variables Yes % No % 1. I am aware that Crawford University 33 30.0 77 70.0 Library offers OPAC services 2. I use the OPAC to locate resource in 9 8.2 101 91 the library 3. I am not aware of OPAC services in 90 81.8 20 18.2 Crawford University Library 4. I am aware of OPAC services but not 29 26.4 81 73.6 familiar with its operations

Table 4 above clearly indicates that not aware of the existence of OPAC 90 (81.8%) of the respondents were services in the library.

Table 5: How do you access and retrieve materials from Crawford University Library? Variables Yes % No % 1. I seek assistance from the librarian 107 97.3 3 2.7 2. I use the shelf list 107 97.3 3 2.7 3. I search through from one shelf to another 104 94.5 5 4.5 until I get what I want. 4. I seek help from my peers 99 90.0 11 10.0 5. I scatter the shelves until I get what I want. 72 65.5 38 34.5

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Table 5 reveals that 107 (97.3 %) assistance of librarians and shelf list retrieve library materials through the respectively.

Table 6: What are the challenges affecting the use of OPAC services

Variables Yes % No % 1. I don’t usually get feedback on my 60 54.5 50 45.5 searches 2. Inadequate access terminal points 97 88.2 13 11.8 3. The OPAC is not user- friendly 95 86.4 15 13.6 4. Instability power supply 104 94.5 6 5.5 5. Inadequate users’ education and 106 96.4 4 3.6 orientation programs 6. Why the OPAC? Google solves all 103 93.6 7 6.4 my academic problems 6. Lack of technical support 92 83.6 83.6 83.6 7. Network failure 102 92.7 8 7.3 8. The OPAC requires user ID and 103 93.6 7 6.4 password and I don’t know the user ID and password

Table 6 reveals that 106 (96.4%) of with the OPAC was that the OPAC the respondents agreed that required user ID and password and inadequate user education and they did not provide them. 102 orientation programs constitute the (92.7) indicated that their inability major threats to the use of OPAC. to use the OPAC was as a result of 104 (94.5) attributed their network failure; 97 (88.2%) blamed hindrances in use of OPAC to lack the inability to use OPAC on of adequate electric power supply. inadequate access terminal points, 103 (93.6%) claimed that Google 95 (86.4%) claimed OPAC was of solved their academic content no use because the system was not search, so no need for OPAC. This user-friendly, while 60 (54.5%) is in spite of the claim that doubts attributed their grouse to search engines in this capacity unproductive outcome in their (Omojola, 2012) Another 103 (93.6) previous searches on OPAC. revealed that the challenge they had

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Table 7: Possible solutions to the challenges of awareness and use of (OPAC) in Crawford University Library? Statements Yes % No % a. Organize regular and continuous user 104 94.5 6 5.5 education b. Teach the Use of OPAC as part of 106 96.4 4 3.6 GST course in one hundred level d. Publish and circulate memo among 103 93.6 7 6.4 the students on step by step approach on how to use OPAC services, e. Place public notices informing the 104 94.5 6 5.5 students about the existence of OPAC services in bulletin boards and strategic places around the campus F Compulsory library user’s education 108 98.4 2 1.6 programs for all new students

The result in table 7 clearly aware of the existence of OPAC indicates that majority of the services in the University library. respondents supported the These findings largely uphold those suggestions presented as the of Ebiwolate (2010) which revealed required solution to the challenges that majority of the undergraduate affecting the awareness and use of students in Niger Delta University OPAC in Crawford university, were not aware of the library Nigeria. catalogue and its uses. They also validate the claims of Bamidele, Discussion of Findings Omeluzor, Onoyeyan & Aluko- As a recap, the students of Arowole (2014) on the ignorance of Accounting and Finance department respondents. Their report had shown had the highest number of that 140 (71.4%) of their respondents with 15 (13.6%) among respondents were not aware that the 14 departments in this study. they could retrieve call numbers of College of Business and Social books they would need on OPAC Sciences (CBSS) had the highest before going to the library. respondents with 71 (64.5%) while The result of the research further the College of Natural and Applied shows that 107 (97.3 %) retrieved Sciences had 39 (35.5%) library materials through the respondents. 300 level students had assistance of librarians and shelf list the largest number of respondents respectively. This also supports the 47 (42. %). From the findings, 90 findings of Kannapanavar & (81.8%) of the respondents were not Manjunatha (2010) that 48.8% of

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Opene S. Ozonuwe, et al CJOC (2018) 5(1) 82-96 the users consulted the librarian and orientation programs and library staff to locate documents in demonstrations on the use of the library. This means that 104 catalogue as the solution to the (94.5%) searched through from one problems encountered by library shelf to another until they got what user in using the catalogue. they wanted, 99 (90.0%) sought It is evident that the findings of this help from their peers, while 72 study align succinctly with those of (65.5%) would get the shelves several studies that have been cited. scattered until they got what they The question then arises: what have wanted. All these could be attributed university authorities in Nigeria to the suggestion that the students done to address the issues raised in were not comfortable or satisfied these findings? Literature is scanty using the OPAC services. This on the efforts at addressing these finding also supports the claims of issues. In the event that some Onuoha, UmahIi & Bamidele universities have done some work in (2013) that revealed poor OPAC solving the problems associated utilization among respondents from with OPAC, then the findings on the RUN (75.38%) and UNAAB efficiency of the policies and actions (49.55%) where almost half of the that have been formulated and study respondents confirmed that executed to this end should be they did not use the OPAC at all. published and made public. This is

The result in Table 7 indicates that necessary to enable scholars and majority of the respondents observers properly evaluate those supported the suggestions presented policies and actions to determine as the required solution to the how reliable they are and whether challenges affecting the awareness they can be adopted elsewhere or not. and use of OPAC in Crawford university. The result was in line Conclusion and with Ifijeh (2011) who suggested Recommendations publishing and distribution of From the findings of this study, the handbills, placing posters in following recommendations are strategic places, milling list made. programs, use of billboards and 1. Lack of awareness remains the library awareness programs such as major reason for the low level library week or library orientation of OPAC utilization by the for all incoming students. The result respondents. Sensitization also corroborates with the findings programs such as, orientation of Ebiwolate (2010) who talks, users’ education, recommended that there should be demonstrations on the use of high-quality user education; OPAC, publishing and

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circulating handbills, placing 4. More terminal access points adverts on boards and digital should also be made available screens (Morah & Omojola, to eliminate the challenges of 2014) in public and strategic queuing; places around the campus, 5. OPAC software should be banners and radio jingles designed in a simple way in should be adopted to create order to make it user-friendly. awareness. Hopefully many 6. In the event that efforts have universities have radio stations been made to tackle the that can help tremendously in challenges that have been this regard. identified, the time is now for 2. Library staff should be trained scholars to explore these and re-trained to handle the efforts and make their findings issues of technical know-how. public. 3. Standby generator should be acquired to handle the issues of power failure.

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